STUDY OF ACADEMIC CHANGE IN NURSING EDUCATION: ANALYSIS OF CHANGE FROM ASSOCIATE DEGREE TO BACCALAUREATE DEGREE PROGRAMS.
Contributors: Peabody College For Teachers Of Vanderbilt University.
Published: 1988
Number of pages: 87
Subjects: Education, Administration.
Description: This study was concerned with curriculum change in nursing education. The purpose of the study was to identify the change processes employed in changing from associate degree (ADN) programs in nursing to baccalaureate (BSN) programs. The study sought to determine how well institutions applied change principles to attain their goals.

The subjects in the study consisted of program administrators and faculty who actively participated in change from ADN to BSN. Programs which experienced such change were identified through the National League for Nursing and the Tennessee Board of Nursing.

Data were gathered by means of a survey questionnaire specifically prepared for the study. The questions were derived from seven principles for successful innovation outlined by Baldridge and Deal (1977).

Subjects were contacted by mail. Each program administrator was asked to complete a questionnaire and to supply a list of current faculty members who had been involved in the change process. When the names of faculty members arrived they also were contacted and requested to complete a questionnaire. These efforts led to a group of 44 educators, representing 13 programs, from whom information for the study was drawn.

The findings of the study indicated that each program carried out change with a moderate degree of effectiveness. Each institution maintained a sequential pattern of movement which closely approximated the steps outlined by Baldridge and Deal (1977).

Areas of weakness and strength were identified in the change process employed by each program. Major strengths dealt with the extensiveness of environmental assessment, and strong support for change from college administration.

In terms of weaknesses the subjects expressed concern over the extent to which overall needs assessment was done and the limited use of evaluators to monitor progress during change. They also expressed concerns about management of differences in values and attitudes and the extent to which the programs fulfilled the purposes for which they were instituted.

The investigation revealed the usefulness of the principles for change given by Baldridge and Deal (1977) in monitoring educational innovation. Recommendation is made that other studies be done employing these principles.

Reference. Baldridge, J. V., & Deal, T. E. (1977). Change process in educational organizations. In L. C. Riley & J. V. Baldridge (Eds.), Governing academic organizations, Berkeley, CA: McCutchen Publishing Corporation.
Notes: Source: Dissertation Abstracts International, Volume: 50-01, Section: A, page: 0033.

Thesis (ED.D.)--PEABODY COLLEGE FOR TEACHERS OF VANDERBILT UNIVERSITY, 1988.

School code: 0074.