ENTRY INTO PROFESSIONAL NURSING PRACTICE: THE EFFECTS OF SELECTED WORK AND EDUCATIONAL VARIABLES ON PROFESSIONALISM IN ASSOCIATE DEGREE STUDENTS.
Contributors: University of California, Los Angeles.
Published: 1988
Number of pages: 140
Subjects: Education, Community College.; Health Sciences, Nursing.
Description: The purpose of this study was to determine the effects of selected work and educational variables on student attitudes in associate degree nursing programs. Ten variables were tested: (1) age, (2) sex, (3) race, (4) marital status, (5) L.V.N. license, (6) whether credit was given for the L.V.N. license, (7) other health-care-related certificates, (8) prior academic degrees, (9) level in program and (10) amount and type of prior health-care-related work experience. Twenty schools participated in the study, both public and private, from several administrative jurisdictions. Subjects were 1434 respondents.

Two regression analyses were conducted, the first analysis was on the reformism scale. The reformism scale measured the extent to which respondents believed the health system should be reformed; specifically changing the training and education of health professionals, and changing the access to and the cost of health care. Race, prior degree, age and type of work experience made significant contributions to the variance on the reformism scale. The second regression analysis was on the nursing scale. Program, race and prior certificate made significant contributions to the variance on the nursing scale.

The study concluded that minority students and students with prior bedside nursing experience had lower attitudes of reformism and that students with prior baccalaureate degrees had higher attitudes of reformism. It was also concluded that students' perception of the nursing profession is negatively influenced by 'other' prior health care certificates and Asian racial background. The finding that there are two distinct groups of students with different attitudes implies that there is a split between professional and technical nursing. An overview of the structure of the nursing field and the educational policy implications for articulation and inclusion of a clinical focus in advanced level training is discussed.
Notes: Source: Dissertation Abstracts International, Volume: 49-03, Section: A, page: 0414.

Thesis (PH.D.)--UNIVERSITY OF CALIFORNIA, LOS ANGELES, 1988.

School code: 0031.