THE EXTENT OF COLLEGIALITY IN STUDENT-FACULTY INTERACTIONS AS PERCEIVED BY BACCALAUREATE NURSING STUDENTS AND FACULTY.
Contributors: Indiana University School of Nursing.
Published: 1991
Number of pages: 187
Subjects: Health Sciences, Nursing.
Description: The American Association of Colleges of Nursing (1986) identified collegiality as an essential value for professional nursing education. Faculty are important role models of professional values. A review of the literature did not indicate the extent of collegiality present in student-faculty interactions. Using Bandura's (1977) Social Learning Theory, the purpose of this study was to identify the extent to which baccalaureate nursing students and faculty perceived collegiality to be present in their interactions. Respondents were asked to indicate the level of collegiality present in their interactions, the level of collegiality desired, and the importance of collegiality in their interactions.

The study was a cross-sectional survey. A convenience sample of 104 baccalaureate senior nursing students and 45 baccalaureate nursing faculty completed the Survey of Student-Faculty Collegial Communication, the Rosenberg Self-Esteem Scale and a demographic data form. Data were analyzed using descriptive statistics, Pearson correlations, independent and paired t-tests, and analysis of variance.

There was a significant inverse relationship between student age and actual levels of collegiality (p $<$.05). There was a significant positive relationship between age, years of experience as an RN and the perceived actual levels of collegiality reported by faculty. Faculty whose basic educational preparation occurred in diploma programs reported significantly higher levels (p $<$.01) of collegiality in their student interactions than did generic baccalaureate prepared faculty. Overall, faculty reported higher perceived levels of collegiality than students (p $\le$.001). Both groups desired higher levels of collegiality than were present in their interactions (p $\le$.001).

In conclusion, faculty perceived that they encouraged and demonstrated collegial behaviors with students. Students did not perceive faculty to be highly collegial in interactions. Neither group experienced their desired level of collegiality in their interactions. One implication of this study is that faculty may need to be more aware of how their interactions with students are being perceived by the students.
Notes: Source: Dissertation Abstracts International, Volume: 53-11, Section: B, page: 5642.

Thesis (D.N.S.)--INDIANA UNIVERSITY SCHOOL OF NURSING, 1991.

School code: 0815.