ROLE CONCEPTIONS OF BACCALAUREATE LEVEL TWO-PLUS-TWO NURSING STUDENTS.
Contributors: Peabody College For Teachers Of Vanderbilt University.
Published: 1985
Number of pages: 172
Subjects: Education, Higher.; Health Sciences, Nursing.
Description: This study puposed to assess (a) significant differences in role conception scores between entering and exiting RN students of baccalaureate two-plus-two nursing programs; (b) similarities and differences between exiting RN students of baccalaureate two-plus-two nursing programs and exiting students from generic baccalaureate nursing programs; (c) the impact of work experience, educational involvement, and demographic variables on role conception scores.

I utilized a cohort group quasi-experimental design. The two cohort groups consisted of entering and exiting students from three baccalaureate two-plus-two nursing programs in Tennessee, 1982-83. I measured and compared role conceptions for these groups, as well as comparing these exiting students with exiting students from generic baccalaureate nursing programs.

Two statistical tools were utilized. To identify significant differences between the cohort groups, the t test was employed. When identifying significant relationships between selected variables, the Pearson product moment correlation was used.

Seven findings evolved: (a) exiting baccalaureate two-plus-two nursing students differed significantly from entering students on ideal professional role conceptions, but did not differ significantly on ideal humanitarian and bureaucratic roles; (b) two-plus-two and generic baccalaureate nursing graduates held similar scores on ideal professional role conceptions; (c) for ideal bureaucratic role conceptions two-plus-two students held significantly higher scores than generic nursing graduates; (d) for ideal humanitarian role conceptions, two-plus-two students held significantly lower scores than generic nursing graduates; (e) all groups agreed on the rank order of the three ideal roles; (f) variability among groups on all role conceptions proved similar; (g) work experience and selected demographic data did not significantly relate to role conception scores.

Two conclusions of this study were: (1) Two-plus-two nursing programs are successfully socializing students into professional nursing roles. (2) Role conceptions for the humanitarian and bureaucratic role differ between two-plus-two and generic graduates. Role conceptions of two-plus-two graduates suggest a greater compatibility with nursing practice in the acute care setting. The role conceptions of generic graduates suggest a greater compatibility with nursing practice in the distributive care setting.
Notes: Source: Dissertation Abstracts International, Volume: 46-10, Section: A, page: 2938.

Thesis (PH.D.)--PEABODY COLLEGE FOR TEACHERS OF VANDERBILT UNIVERSITY, 1985.

School code: 0074.