EDUCATIONAL MOBILITY: A DESCRIPTIVE SURVEY OF NURSING EDUCATION IN MAINE.
Contributors: Peabody College For Teachers Of Vanderbilt University.
Published: 1989
Number of pages: 123
Subjects: Health Sciences, Nursing.
Description: This descriptive survey answers the questions: (a) What methods or patterns of educational mobility for nurses are currently practiced in the state of Maine? and (b) What patterns of educational mobility (if any) for nurses should occur as a result of the recently enacted Nurse Practice Act? One questionnaire was sent to deans or directors of ADN and BSN programs while another was sent to all faculty preparing registered nurses. There was a 100% response rate from program heads and a 46% response rate from 150 nurse educators.

The major findings include the following: 12 of 13 RN programs offer some type of advanced placement. Forty-six percent are designed as mobility programs, primarily at the associate degree level. Fifty-eight percent of first year associate degree students are reentering in contrast with 28% at the baccalaureate level. Ninety-four percent of the respondents favor facilitating educational mobility with 82% desiring either a moderate or significant increase in the way advanced placement is given.

At present, programs use both traditional and nontraditional methods of awarding advanced placement. Seventy-five percent use nationally standardized tests while 96% of faculty favor greater utilization. While only 25% of programs use teacher-made examinations, 97% responding favor their use. Only 25% of programs actually use clinical challenge examinations, yet 97% favor greater use. Likewise, 17% respectively use credit for life experience, credits for other degrees, and portfolio presentation. Faculty believe these percentages should be higher: 90%, 90%, and 50%, respectively. The most widely used nationally standardized tests are the NLN Mobility Profiles and ACT/PEP examinations.

All faculty believe that support services (academic and/or personal counseling) are important for reentry students. The data indicate that while all programs provide some type of counseling, only one program listed a formal bridge course with support for theory and clinical challenge examinations limited.

Only one ADN program indicated having a formalized credit transfer agreement with another program. Ninety-five percent of faculty, however, favor such agreements. There remains, however, a small number of nurse educators who resist such articulation and are very vocal in their opposition.
Notes: Source: Dissertation Abstracts International, Volume: 50-10, Section: B, page: 4456.

Thesis (ED.D.)--PEABODY COLLEGE FOR TEACHERS OF VANDERBILT UNIVERSITY, 1989.

School code: 0074.