SELF-ROLE CONGRUENCE IN THE REGISTERED NURSE STUDENT IN BACCALAUREATE NURSING PROGRAMS.
Contributors: Columbia University. Teachers College.
Published: 1983
Number of pages: 128
Subjects: Health Sciences, Nursing.
Description: The study provided information about registered nurses who returned to school to earn baccalaureate degrees in nursing. Their observable behaviors reflected anger, frustration, and difficulty and were considered to be a problem resulting from resumption of the student role. Utilizing a role congruence model, a correlational study was designed to determine the RN students' interpersonal orientation and the relationship of this orientation to their perceptions of the student role during the first eight weeks of the nursing major. Role congruence was defined as enjoyment, involvement, and commitment to the student role.

Two Likert-type instruments were employed. The Cohen CAD Scale based on Karen Horney's psychoanalytic theory, measured compliant, aggressive and detached interpersonal orientations. The PSR Scale (Perceptions of Student Role) was used to obtain data concerning experiences and perceptions of the student role. Demographic data were also collected to present an extensive profile of the learner group and to explore correlations with the PSR Scale. Pearson Product Moment Correlations described the relationship between the Cohen CAD Scale and the PSR Scale. One hundred and sixty-seven subjects from five schools of nursing participated. It was found that RN students with relatively high compliant interpersonal orientations experienced congruence in the student role while those with high aggressive or detached orientations experienced incongruence in the student role. As age increased role congruence also increased, but as clinical experience increased the students perceived the curriculum to be less appropriate. Full time students experienced greater congruence than part time students. The majority of RNs evidenced strong commitment and determination, but almost half did not feel respected by faculty.

Recommendations included implementation of anticipatory guidance sessions prior to entering the nursing major, utilization of principles of adult education by faculty, initiation of research to explore faculty attitudes toward this learner group, curricular revision appropriate to the RN students' needs. It was concluded that compliant student behaviors are antithetical to the professional nurse role.
Notes: Source: Dissertation Abstracts International, Volume: 44-05, Section: B, page: 1413.

Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE, 1983.

School code: 0055.