PROFESSIONAL AUTONOMY IN SCHOOLS OF NURSING (GOVERNANCE, DECISION-MAKING).
Contributors: Indiana University.
Published: 1984
Number of pages: 215
Subjects: Education, Higher.
Description: The purpose of this study was: (1) to determine the relationships between expected, actual, and future professional autonomy of faculty in academic settings, and (2) to compare the relationships of perceived autonomy and selected demographic characteristics. The conceptual framework included autonomy within the context of professionalism.

A random sample of baccalaureate programs was selected from schools of nursing in the Midwest accredited by the National League for Nursing. Nurse educators from those programs were invited to participate in the study, and a survey response of 77 percent was realized. The total useable reponses included 176 faculty representing 22 programs of nursing. The mail questionnaire was developed to obtain selected demographic data and the perceptions of faculty for issues concerning their autonomy as academic professionals. Rank-order correlations and the Kruskal-Wallis One-Way Analysis of Variance were used in analysis of data.

All of the following findings were significant at the .05 level. Positive relationships were found between expected autonomy and actual autonomy and between actual autonomy and anticipated future autonomy. Education level, program location, program age, and doctoral granting status were each directly correlated with expected, actual, and future autonomy, and sub-groups differed for expected, actual, and future autonomy. Faculty rank was directly correlated with expected, actual, and future autonomy, and sub-groups differed for actual and future autonomy. Institution size was directly associated with expected, actual, and future autonomy, and sub-groups differed for actual and future autonomy.

It was concluded that faculty autonomy varied directly with the expected level of autonomy and that anticipated future autonomy varied directly with the level of existing autonomy. Education level, program location, program age, and granting of doctoral degrees were significant indicators of all the dimensions of autonomy studied.
Notes: Source: Dissertation Abstracts International, Volume: 46-02, Section: A, page: 0360.

Thesis (ED.D.)--INDIANA UNIVERSITY, 1984.

School code: 0093.