PERCEPTIONS OF ROLE INFORMATION AND SUPPORT NEEDS OF BACCALAUREATE NURSING FACULTY DURING SOCIALIZATION PERIOD.
Contributors: Columbia University. Teachers College.
Published: 1988
Number of pages: 131
Subjects: Health Sciences, Nursing.
Description: The understanding of how neophyte faculty learn role behaviors is critical to nursing education. The literature has clearly established the relationship between the quality of faculty performance and the socialization process. It is nursing education's responsibility to further investigate and elaborate on current conceptual approaches to the socialization of baccalaureate level nurse educators.

This comparative research study was an investigation of the perceptions of neophyte faculty, experienced faculty, established faculty, and nursing program administrators on the informational needs of neophyte nursing faculty. The investigation also described and compared perceptions of the aforementioned groups regarding appropriate sources of role information for the neophyte. A stratified random sample of baccalaureate nursing faculty from New York, New Jersey, and Connecticut were the data sources. The sample comprised 136 fulltime baccalaureate administrators and faculty.

Data from the Role Information Assessment Scale (RIAS) were analyzed for internal consistency; scores were found to be sufficiently high. The means, standard deviations, and multiple analyses of variance of RIAS subscale scores were computed using Pillais trace as the test statistic. Findings indicated that faculty groups did not differ significantly from one another on any of the RIAS subscales. All groups studied indicated that all items on the RIAS are important for neophyte faculty.

Because of the inherent issues involved in faculty socialization, further studies are suggested to: (1) determine the relationship between role stress and information overload; (2) determine the relationship between anticipatory socialization process as effected by masters level programs and neophyte performance; (3) design experimental approaches to establish the actual outcomes of formal socialization approaches for neophyte faculty; and (4) determine the relationship between group process and role learning.
Notes: Source: Dissertation Abstracts International, Volume: 49-06, Section: B, page: 2124.

Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE, 1988.

School code: 0055.