BACCALAUREATE NURSING FACULTY PERCEPTIONS AND USE OF THE EDUCATIONAL INNOVATION, SYSTEMS NURSING CONCEPTUAL MODELS: AN ORIGINAL STUDY (FACULTY).
Contributors: University of Wisconsin--Madison.
Published: 1990
Number of pages: 301
Subjects: Education, Curriculum and Instruction.; Health Sciences, Nursing.
Description: Baccalaureate nursing curricula have been radically changed to include nursing conceptual models without considering crucial, observed differences in nursing faculty response to this important educational innovation. Uniform changes in nursing faculty beliefs and behaviors demanded by diverse adopted nursing conceptual models have been assumed. This study examined how nursing faculty individually viewed and used the most common type of nursing conceptual models, systems nursing conceptual models, in their teaching. The overall research question of this study was; How do baccalaureate nursing faculty perceive and use systems nursing conceptual models? Six sub-research questions identified and compared nursing faculty perceptions and degrees of use of systems nursing conceptual models to five nursing faculty variables. Data was collected via taped telephone administration of an adapted Concerns Based Adoption Model (CBAM) instrument, Levels of Use (LoU), to forty nursing faculty from thirteen baccalaureate nursing programs across the United States. Descriptive statistics were applied to test twenty-nine null hypotheses.

Study results demonstrated that systems nursing conceptual models were perceived and used differently by nursing faculty within and across sample nursing programs. Nursing faculty perceptions toward systems nursing conceptual models and; nursing practice, baccalaureate nursing education, curriculum development, and faculty teaching roles varied in positiveness and regard for set; faculty, student, setting, and nursing model factors. Faculty behavior was identified as the major factor influencing perceptions of systems nursing conceptual models. Use of systems nursing conceptual models was limited (25%) and low in degree. Nursing conceptual models were declining in perceived value and use. Nursing faculty employed a distinctive language to describe the process of internalizing systems nursing conceptual models into their teaching roles. Users and non-users of systems nursing conceptual models performed identifiable and different model related behaviors. Reported faculty behavior and language were consistent with the concept of "illusory reform" documented elsewhere in educational and nursing literature. The nursing faculty variable of teaching assignment proved to be related to nursing faculty perceptions and degrees of use of systems nursing conceptual models. Eight implications for future nursing knowledge, education, and research were derived from the study's findings.
Notes: Source: Dissertation Abstracts International, Volume: 51-09, Section: A, page: 2968.

Thesis (PH.D.)--THE UNIVERSITY OF WISCONSIN - MADISON, 1990.

School code: 0262.