BLUE COLLAR - WHITE CAP: A MICROETHNOGRAPHIC STUDY OF THE STUDENT NURSE IN AN ASSOCIATE DEGREE NURSE EDUCATION PROGRAM.
Contributors: Rutgers University.
Published: 1985
Number of pages: 234
Subjects: Health Sciences, Nursing.; Education, Community College.; Health Sciences, Education.
Description: The focus of this microethnography was the socialization of students in a community college nurse education program. Using participant observation and interviewing, the researcher examined the components and structure of the covert curriculum. Two questions guided the study: (1) Is conflict over the move to professionalize nursing through education reflected in nurse education? (2) How does the conflict affect the role orientation of the student nurse?.

Interactions between students and significant others were observed over a two year span of time in college and hospital settings.

Prior research involving associate degree nursing students concentrates on differences in competencies and attitudes of graduates of different preparations. Literature emanating from nursing leadership cites demarcation in role between technical and professional nurses, reflecting the drive to professionalism long desired by this faction. Normative nurses and employing agencies fail to agree with goals or differentiation of role.

Unlike baccalaureate students, this heterogeneous student population did not readily identify satisfying role models of normative nursing. Presocialization idealizations coupled with validation from patients and significant others formed the most consistent role construct. Students were primarily oriented occupationally and observed little professional nurse function in their clinical experience. Lakeview Community College prepared the students for technical nursing careers which met the expressed needs of employing agencies. Hospital staff perceived students as representatives of the nurse education structure which threatened the status of the normative nurse. Continual movement of the students, coupled with distancing by the staff prevented identification or affiliation of the students with the world of the hospital, so that students graduated with original idealizations virtually undisturbed. Students continued throughout two years to separate the role of student and student nurse, relegating important sets of behavior to a specific role and assigning "real" and "ideal" labels according to observations of the nurse role in the hospital setting.

This study of the extent to which formal education is the mode through which messages are transmitted to students, or the covert curriculum transmits value conflict is important for nurse education and other professions. This study adds insight into socialization processes and special needs and problems of the non-traditional student.
Notes: Source: Dissertation Abstracts International, Volume: 47-02, Section: B, page: 0577.

Thesis (ED.D.)--RUTGERS THE STATE UNIVERSITY OF NEW JERSEY - NEW BRUNSWICK, 1985.

School code: 0190.