COMPARISON OF COLLABORATIVE COMPONENTS BETWEEN DIPLOMA SCHOOLS OF NURSING THAT ARE OPEN AND THOSE THAT HAVE CLOSED.
Contributors: North Carolina State University.
Published: 1988
Number of pages: 117
Subjects: Health Sciences, Nursing.; Health Sciences, Education.
Description: The purpose of this study was to compare components of collaborative arrangements between open and closed diploma schools of nursing in order to assist diploma program leaders with collaborative development. The population included all 245 state-approved diploma nursing programs (N.L.N., 1987). A survey questionnaire was mailed to all directors of diploma programs. The questionnaire measured variables of "importance" and "achievement" for selected components and subcomponents of collaborative arrangements between diploma schools and other kinds of nursing education programs. The Chi square and t-tests were used to analyze data and a significance level.05 was chosen.

Results indicated few significant differences between open and closed diploma schools of nursing with regard to collaborative arrangements. Differences were found in rank order of collaborative components for open and closed diploma schools according to "importance" and "achievement" variables. Rank order of collaborative components for open schools according to "importance" was found to be: (1) Gaining commitment of administrators and participants from respective institutions; (2) Developing a formalized agreement; (3) Developing trust and open communication; (4) Planning for meetings; (5) Developing a transfer system; (6) Identifying complementary roles among institutions that contribute to a common purpose; (7) Establishing a need for the arrangement; and (8) Developing an evaluation mechanism to determine continued need and goal achievement. Differences were found between open and closed diploma schools for the subcomponents listed under two components. The subcomponents for component "3) Planning for meetings" found to be different were "g. members' role defined", and "j. part of regular institutional activities". The subcomponents for component "7) Developing trust and open communication" found to be different were "a. time for social relationship development allowed", "b. small group work used", "d. respect for institutional autonomy demonstrated", and "e. respect for program integrity demonstrated". Discussion includes the impact of significant findings on planning collaborative arrangements, suggestions for choosing and implementing those arrangements, and a Figure that summarizes implications.
Notes: Source: Dissertation Abstracts International, Volume: 49-06, Section: B, page: 2131.

Thesis (ED.D.)--NORTH CAROLINA STATE UNIVERSITY, 1988.

School code: 0155.