MOTIVATIONAL ORIENTATIONS OF LICENSED PRACTICAL NURSES FOR ENROLLING IN ASSOCIATE DEGREE NURSING PROGRAMS.
Contributors: Columbia University. Teachers College.
Published: 1985
Number of pages: 179
Subjects: Health Sciences, Nursing.; Health Sciences, Education.
Description: This study examined responses given by 242 licensed practical nurse students for enrolling in associate degree nursing programs in the greater New York area. The motivational influence of selected demographic characteristics (sex, age, marital status, number of children, basic nursing program, and years of full- and part-time nursing experience) was explored. Findings from this study were compared to findings from another researcher's study on motivational factors influencing registered nurses to enroll in baccalaureate nursing programs.

Data gathering instruments were Boshier's Educational Partici- pation Scale and a personal data form. The degree of influence of each EPS item ranged from zero, no influence, to nine, very much influence, as indicated on a Likert-type scale.

Several motivational orientations emerging from factor analysis with orthogonal rotation of EPS responses were labeled Improvement in Social Relations, Relief from Routine, Knowledge, Improvement in Social Welfare Skills, Job Security, Compliance with Authority, and Professional Advancement.

Mean scores were calculated for each orientation scale and ranked. Motivation related to Professional Advancement ((')X = 7.5) was most influential, followed by Knowledge ((')X = 6.0), Improvement in Social Welfare Skills ((')X = 4.8), and Job Security ((')X = 4.5). Having very little influence were reasons related to Improvement in Social Relations ((')X = 2.5), Compliance with Authority ((')X = 1.9), and Relief from Routine ((')X = 1.2).

Pearson product-moment correlations computed for each of the seven orientation scales and the demographic variables acting alone indicated no significant linear relationships exist while multiple regression analysis of these demographic variables acting in combination also indicated no more predictability of influence than they had individually.

Comparisons of RN students' and LPN students' motivational orientations revealed that the same three factors rank as most influential, although in different order of influence. Job Security fell in the influential range only for LPN students. The desire to attain additional knowledge to improve professional advancement opportunities and to improve their ability to serve mankind strongly influence both RN and LPN students.
Notes: Source: Dissertation Abstracts International, Volume: 47-01, Section: B, page: 0134.

Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE, 1985.

School code: 0055.