PREPARATION OF ADN AND BSN NURSING STUDENTS FOR THEIR TEACHING ROLE.
Contributors: University of Iowa.
Published: 1995
Number of pages: 120
Subjects: Health Sciences, Nursing.; Health Sciences, Education.; Education, Higher.; Education, Health.
Description: With recent changes in health care, patients are asked to assume more responsibility for their health. For patients to do this, they must learn about health promotion and health maintenance. Nurses are in a position to provide health education related to both areas.

This study was designed to identify differences in the perceptions of nursing graduates and faculty from associate degree (ADN) and baccalaureate degree (BSN) programs about the graduates' preparation for their role in patient education.

Nursing programs accredited by the National League for Nursing in the midwest were asked to participate in the study. The final sample included data from 13 associate programs and 14 baccalaureate programs. There were 24 faculty and 338 graduates who completed surveys.

Data gathered about the teaching-learning process were grouped into 3 areas: assessment, planning, and implementation. The results indicated that graduates from both types of programs thought that teaching-learning content was included within their programs. However, ADN graduates perceived that there was significantly more emphasis on planning patient teaching in the curriculum than faculty (p $<$.01). There were no significant differences in the perception scores for assessment and implementation. In BSN programs, graduates' scores indicated that they perceived that there was significantly more content on assessment and implementation than faculty (p $<$.05). There were no significant differences in the planning scores.

When teaching-learning content in the ADN and BSN programs was compared for faculty, the scores in all areas were significantly higher for the BSN programs (p $<$.01). Among the graduates, the difference in the assessment rating was significant (p $<$.05) and the implementation rating was also significant (p $<$.01) with the BSN programs rated higher.

There were no significant differences in the priority graduates placed on the patient education role, indicating that all see the importance of this role. Both groups of graduates rated their preparation for patient education as "good," but the rating of the BSN graduates was significantly higher (p $<$.01). Likewise, BSN graduates rated their comfort level with each component of the teaching role significantly higher (p $<$.01).
Notes: Source: Dissertation Abstracts International, Volume: 57-01, Section: B, page: 0238.

Thesis (PH.D.)--THE UNIVERSITY OF IOWA, 1995.

School code: 0096.