SOCIALIZATION, ACADEMIC ROLE ORIENTATION AND ROLE STRAIN OF UNIVERSITY NURSE FACULTY.
Contributors: University of Iowa.
Published: 1987
Number of pages: 290
Subjects: Health Sciences, Nursing.
Description: The purpose of this study was to describe the academic role orientation, the degree of perceived role strain, and the major sources of role strain of nurse faculty in major universities; and to explore the relationship between selected socialization experiences, academic role orientation and role strain in this population. Full-time tenure track nurse faculty who were employed in major universities that offered National League for Nursing accredited undergraduate and graduate programs in nursing and were located in institutions classified as Research Universities I by the Carnegie Council on Policy Studies in Higher Education (1976) comprised the study population.

The investigation employed a survey research design and utilized a questionnaire developed by the investigator. Completed questionnaires were received from 102 of the 147 faculty surveyed who met the study criteria yielding a response rate of 69.4 percent. Descriptive statistics, analysis of variance (ANOVA), and chi-square procedures were used to analyze the data.

Although the mission statements of major universities reflect concomitant emphasis of teaching, research and service, multiple variations of the ideal and actual emphasis or deemphasis of each of these were found. Additionally, the majority of the faculty surveyed reported that they would ideally like to spend more time on research and less time on teaching and service responsibilities than actually is spent.

The majority of faculty surveyed were experiencing some degree of role strain, and a substantial number were experiencing moderate to high levels of role strain. The major sources of role strain were found to be role overload and both intra-sender and inter-role conflict. Academic role orientation was related to the degree of role strain experienced. Analysis of the relationship between socialization experiences and selected personal characteristics and the degree of role strain experienced revealed nine statistically significant (p $\leq$.05) relationships.

Socialization experiences and personal characteristics were compared to the ideal and actual academic role orientations of the respondents. Eight socialization experiences and two personal characteristics were found to be significantly (p $\leq$.05) associated with ideal orientation, and one socialization experience and one personal characteristic was significantly (p $\leq$.05) associated with actual orientation.
Notes: Source: Dissertation Abstracts International, Volume: 49-05, Section: B, page: 1621.

Thesis (PH.D.)--THE UNIVERSITY OF IOWA, 1987.

School code: 0096.