CONGRUENCY OF NURSES PERCEPTIONS OF RESPONSIBILITY AND ACCOUNTABILITY WITH PROFESSIONAL EXPECTATIONS FOR CLINICAL PRACTICE (VALUES, AFFECTIVE DOMAIN, LEARNING, NURSING STUDENT).
Contributors: University of Pittsburgh.
Published: 1985
Number of pages: 124
Subjects: Health Sciences, Nursing.
Description: An exploratory study was conducted to compare the perceptions of nursing students with those of nursing faculty and staff nurses regarding responsibility and accountability in clinical practice. An open-ended questionnaire was used to elicit responses from 119 nurses and nursing students. The group consisted of 79 nursing students identified according to their year of matriculation, 20 nursing faculty and 20 staff nurses.

The data collection questionnaire was constructed using six questions. The three questions related to responsibility were: define responsibility as it relates to clinical practice, to whom is the nurse responsible in clinical practice, and how does the nurse demonstrate responsibility in clinical practice. The questionnaire addressed accountability in a similar manner.

Key words analysis was used to identify the correct responses to the six questions in the questionnaire. The key words and concepts were identified from nursing literature and the American Nurses Association Code for Nurses. Similar responses in each nursing sub-group were identified and tabulated by frequency and percentage in relation to the identified key words and concepts. After this grouping was completed, comparisons among the sub-groups were made.

The findings indicated that nursing students perceptions of responsibility and accountability in clinical practice were similar to nursing faculty and staff nurses, but they identified fewer concepts than nursing faculty. The nursing students identified many of the basic concepts but only a few of the advanced concepts. This was especially evident in identifying ways to demonstrate accountability. In comparing the data obtained from one nursing student sub-group with another nursing student sub-group it indicated that positive educational growth occurred, but at times the percentage of growth that occurred was not significant.
Notes: Source: Dissertation Abstracts International, Volume: 46-12, Section: B, page: 4184.

Thesis (PH.D.)--UNIVERSITY OF PITTSBURGH, 1985.

School code: 0178.