REGISTERED NURSES IN GENERIC BACCALAUREATE PROGRAMS OF NURSING IN NEW YORK STATE: LEARNING NEEDS ASSESSMENT AS A BASIS FOR CURRICULUM DEVELOPMENT AND/OR CURRICULUM REVITALIZATION.
Contributors: State University of New York at Buffalo.
Published: 1984
Number of pages: 265
Subjects: Education, Curriculum and Instruction.
Description: The purpose of this study was to identify the learning needs of registered nurse students enrolled in generic baccalaureate programs of nursing in New York State and to determine the extent to which these generic baccalaureate programs of nursing were meeting the expressed needs of these students. Although the literature revealed a growing discontent with programs for registered nurse students, there had been a steady increase in the number of registered nurses enrolled in and graduating from baccalaureate programs of nursing. Registered nurses were entering programs which were reported to be long, repetitious, redundant and in many instances failed to provide the professional enrichment desired. One of the many factors influencing the increase was the "1985 Proposal" which was introduced by the New York State Nurses' Association in 1974 and supported by the American Nurses' Association.

There were 3 central questions to this study: what are the learning needs perceived by registered nurse students in generic baccalaureate programs of nursing; what are the learning needs of registered nurse students as perceived by nursing experts; to what extent are the learning needs of registered nurse students being met by generic baccalaureate programs of nursing?.

The study sample consisted of 10 accredited generic baccalaureate programs of nursing that admit registered nurse students in New York State. Two forms of a questionnaire designed and validated by Dr. Ruth Dailey Knowles was used. The tool was modified in accord with advances in nursing education and also in accord with the behavioral outcomes of nursing education as identified by the New York State Nurses' Association's Council on Nursing Education.

The findings of the study indicated that there was minimal differences in the priority learning needs expressed by diploma registered nurse students and those expressed by associate degree registered nurse students, while there was a vast difference in the priority learning needs as perceived by registered nurse students and the priority learning needs of registered nurse students as perceived by faculty/nursing experts. The curricula provided by the 10 programs in the study were in direct correlation with the priority learning needs of registered nurse students as perceived by faculty/nursing experts. Data also indicated that generic baccalaureate programs of nursing that admit registered nurse students generally did not afford a curriculum designed to meet the desired needs of either diploma registered nurse students or associate degree registered nurse students.
Notes: Source: Dissertation Abstracts International, Volume: 45-03, Section: A, page: 0741.

Thesis (ED.D.)--STATE UNIVERSITY OF NEW YORK AT BUFFALO, 1984.

School code: 0656.