NURSING ROLE CONCEPTION OF REGISTERED NURSES RETURNING TO SCHOOL FOR A BACHELORS DEGREE IN NURSING.
Contributors: Rutgers University.
Published: 1985
Number of pages: 225
Subjects: Health Sciences, Nursing.
Description: The purpose of this study was to identify, describe and compare the range of role conceptions held by registered nurse students, socialized in diploma and associate degree programs, upon entrance, mid-point and completion of a baccalaureate nursing program and to determine whether there is an incongruency in role conception leading to role conflict as the transition is made from the world of work to the role of student in academia.

Data were collected by means of a two-part questionnaire, the first section was the Likert-type summated Corwin Role Conception Scale designed to determine nursing role conception and role conflict. The second part of the questionnaire was a series of items on personal data, prior nursing education, prior and current nursing practice, career goals, reasons for pursuing a baccalaureate degree and nursing association membership.

Participants in the study were 455 returning RN students, enrolled in 13 baccalaureate nursing programs in the state of New Jersey. One hundred and sixty-five of these were in the first nursing course, 136 in the middle nursing course and 154 in the final semester of enrollment.

Data were analyzed by computer using the Statistical Package for the Social Sciences, Version X as the program. Means for bureaucratic and professional role conception and role conflict scores were calculated for entering, mid-point and senior students. Means, medians and standard deviations of scores for each group were calculated and compared, using a one-way analysis of variance and Scheffe test for significance of the difference between means.

The concepts of role conception and role conflict provided the framework for data analysis. The dominant role conception for returning RN students in their first, middle and last nursing course was a professional role orientation. Additionally, these students did exhibit role conflict. There was a statistically significant increase in professional role conception and role conflict for returning RN students in their last nursing course. While they were more professionally oriented they exhibited a greater discrepancy between real and ideal bureaucratic and professional ideologies and values.

This study provided evidence of the influence of the educational processes of baccalaureate nursing programs on nursing role conceptions and role conflict of returning RN students in making the transition from a technical to a professional nursing role. Further study is indicated to confirm a cause and effect relationship and to determine the most effective means to promote this end.
Notes: Source: Dissertation Abstracts International, Volume: 46-09, Section: B, page: 3003.

Thesis (ED.D.)--RUTGERS THE STATE UNIVERSITY OF NEW JERSEY - NEW BRUNSWICK, 1985.

School code: 0190.