UTILIZATION AND PERCEIVED IMPORTANCE OF SUPPORT SOURCES BY REGISTERED NURSE AND TRADITIONAL BACCALAUREATE NURSING STUDENTS.
Contributors: American University (Washington, D.C.)
Published: 1983
Number of pages: 113
Subjects: Health Sciences, Nursing.
Description: This study compared the utilization and perceived importance of support sources by a sample of registered nurses with a sample of traditional nursing students. The purpose of this study was to determine if there were significant differences between these two groups of students. A number of differences were predicted.

Subjects were 85 registered nurses and 117 traditional nursing students enrolled in a state university baccalaureate nursing program during the Spring semester of 1983. Subjects were voluntary and given anonymity.

Data were collected from two instruments constructed by the researcher: the Support Source Inventory (SSI), and the Personal Data Inventory (PDI).

Based upon results from the Personal Data Inventory (PDI), registered nurses were older than traditional nursing students, had more mate/spouses and more dependents, tended to be employed in the field of nursing and had a part-time university status. Traditional nursing students tended to be younger, married, employed, with few dependents and had a full-time university status.

The Support Source Inventory (SSI) indicated that the two student groups demonstrated differences, as well as some similarities, in their utilization and perceived importance of support sources that assisted them to pursue their baccalaureate nursing program. Though both groups rated their own self support as highly important, traditional nursing students relied heavily on mate/spouses and student friends who were registered nurses, while registered nurses utilized support from mate/spouses, children, student friends who were registerd nurses, and the registered nurse advisor. Neither group received much support from nursing faculty, bank loans, college loans/grants, co-workers, and therapy-related support.
Notes: Source: Dissertation Abstracts International, Volume: 44-11, Section: B, page: 3359.

Thesis (PH.D.)--THE AMERICAN UNIVERSITY, 1983.

School code: 0008.