THE DEVELOPMENT OF AUTONOMY IN NURSES.
Contributors: Kansas State University.
Published: 1989
Number of pages: 214
Subjects: Health Sciences, Nursing.
Description: This study of the development of autonomy in diploma nursing graduates utilized a theoretical framework combination of Bandura's social learning theory, Maslow's motivational theory, King's nursing theory, and adult educational theories. These theories which use growth and development, social learning, adult education, nursing, and self-actualization possess a commonality, the development of self: an independent individual who is capable of caring for self and others.

The research investigated how diploma nurses' autonomy scores compare with standardized populations; if the autonomy scores would increase over time; how the management nurses' test scores would compare with the clinical nurses; whether the autonomy scores would increase as the level of postsecondary education increased; whether there is interaction between the type of nursing position and the change in autonomy over time and whether factors identified as influencing autonomy were significant.

The research design was a longitudinal, repeated measures, mixed 2 x 3 factorial, quasi-experimental design. The independent variables were the type of nursing experience and testing occasions. The dependent variable was autonomy scores and the covariate was the level of postsecondary education. Quantitative data was collected using the Edwards Personal Preference Schedule (EPPS) autonomy scale.

A stratified random sample of 48 subjects from five classes had previously taken the EPPS at the beginning and at graduation from nursing school. The third testing occurred 4-7 years later.

Demographic data sheets and personal interviews with 16% of the subjects provided the qualitative data which explored factors identified in the literature as pertinent to the development of autonomy.

Z-tests revealed the subjects' autonomy scores were lower than the standardized populations which is supported by other research. ANOVA results revealed no significant changes over time and no interaction between the main effects of types of nursing and testing occasions; an increase in scores for the clinical nurses but not for the management nurses. There was no significant correlation of test scores with educational level. This finding deviated from other research.

Qualitative results included a marked perceived difference in professional autonomy between clinical and management nurses but not in personal autonomy.
Notes: Source: Dissertation Abstracts International, Volume: 50-05, Section: B, page: 1852.

Thesis (PH.D.)--KANSAS STATE UNIVERSITY, 1989.

School code: 0100.