ROLE CONFLICT AND ROLE AMBIGUITY IN BACCALAUREATE, DIPLOMA, AND ASSOCIATE DEGREE NURSING STUDENTS.
Contributors: Memphis State University.
Published: 1986
Number of pages: 99
Subjects: Education, Guidance and Counseling.
Description: This study was conducted to determine role conflict and role ambiguity in baccalaureate, associate degree, and diploma nursing students. The Role Conflict and Role Ambiguity Questionnaire developed by Rizzo, House, and Lirtzman (1970) was adapted to measure the level of role conflict and role ambiguity in nursing students during the process of role-taking. A series of research questions and hypotheses were proposed. The broad research question was the following: During the role-taking process, to what extent do nursing students experience role conflict and role ambiguity with regards to educational, experiential and demographic variables? Specific questions addressed in this study were: (1) Do differences exist between role conflict and role ambiguity in baccalaureate, associate degree, and diploma nursing programs? (2) Do differences exist in role conflict and role ambiguity in nursing students with regard to age, sex, year in school, exposure to role models, and prior experiences?.

Type of nursing program, age, sex, year in school, prior experience, and number of role models students encounter were tested in various null hypotheses for main effects and interaction effects.

A sample of 316 nursing students was surveyed at the National Student Nurses' Convention. The sample was distributed as follow: 224 baccalaureate, 67 associate degree, and 25 diploma nursing students. A statistical analysis was done using a series of two-way ANOVAs with repeated measures. Significant differences were found between role conflict and role ambiguity for all variables. Post hoc analysis revealed that baccalaureate nursing students were significantly lower on role ambiguity than were associate degree or diploma nursing students. For role conflict, baccalaureate nursing students were significantly higher than associate degree or diploma nursing students. For the age variable, post hoc analysis revealed significant differences between the age groups of 18-24 and 25-44 for role ambiguity. No significant differences between age groups were found for role conflict. Sex, year in school, prior experience with nursing, and number of role models students encounter were not found to be significant variables.
Notes: Source: Dissertation Abstracts International, Volume: 47-08, Section: A, page: 2888.

Thesis (ED.D.)--MEMPHIS STATE UNIVERSITY, 1986.

School code: 0124.