RESOCIALIZATION OF REGISTERED NURSE STUDENTS IN SELECTED BSN PROGRAMS: CHANGES IN ROLE STRAIN AND NURSING ROLE PERSPECTIVE (ILLINOIS).
Contributors: Loyola University of Chicago.
Published: 1987
Number of pages: 606
Subjects: Education, Health.; Health Sciences, Nursing.
Description: The purpose of the study was to determine if the role perspective of technically trained RNs who return to school to obtain the BSN change from technical to professional. It also investigated the possible relationship between role strain present during this period and role change.

A demographically homogeneous group of RN students enrolled in eight different BSN programs in the greater Chicago area were the subjects in this study. Thirty-one were in non-nursing courses and 34 in nursing courses. Those taking nursing courses were at various points in their program.

Seven scales, two open-ended questions, and a telephone structured interview were used to collect data. State Form of the State-Trait Anxiety Inventory, Hostility Inventory, and Short Multiscore Depression Inventory were used to measure role strain. Nursing role perspective was measured using the Nursing Orientation Toward Care or Cure instrument; and three scales of the Opinions About Nursing measure: Bureaucratic, Service, and Professional. The open-ended questions and the telephone structured interview questioned the subject's reaction to her courses and her nurse role perspective.

The research design was a quasi-experimental, discrete time series design. All seven scales and both open-ended questions were responded to by the subjects four times during one academic term. The telephone interview was conducted on completion of the fourth questionnaire. Data were analyzed by multivariate repeated measures analysis of variance and fitting of orthogonal polynomials to results from each scale across the four time points.

Results showed no significant difference between the RN students taking non-nursing courses and those taking nursing courses on either the role strain variables or the nursing role perspective variables. For the RN students taking non-nursing courses and for some groupings of RN students taking nursing courses, there was a significant difference between time points on the role strain variables but not on the nursing role perspective variables. Some components of the orthogonal polynomials were significant.
Notes: Source: Dissertation Abstracts International, Volume: 47-11, Section: A, page: 3989.

Thesis (PH.D.)--LOYOLA UNIVERSITY OF CHICAGO, 1987.

School code: 0112.