RELATIONSHIPS AMONG SOCIALIZATION, EMPATHY, AUTONOMY AND UNETHICAL STUDENT BEHAVIORS IN BACCALAUREATE NURSING STUDENTS.
Contributors: Widener University School Of Nursing.
Published: 1989
Number of pages: 138
Subjects: Health Sciences, Nursing.; Health Sciences, Education.; Education, Educational Psychology.
Description: The purpose of this descriptive study was to investigate the relationships among the personality dimensions of autonomy, empathy and socialization as predictors of unethical clinical and classroom behaviors in nursing students.

It has become apparent that unethical student behaviors need to be addressed. Hetherington and Feldman (1964) reported that students' academic misconduct and cheating are widespread. In 1985, Hilbert found a correlation between classroom and clinical unethical behaviors. Ketefian (1981) found that moral development increased throughout the educational process, but stabilized when the formal education ended. This study utilized Hogan's model (1965) which suggested that moral conduct can be explained by the personality characteristics of autonomy, empathy, and socialization. The first hypothesis stated that the dimensions of socialization, empathy and autonomy constitute personality patterns which predict unethical classroom behaviors. The second hypothesis stated that the dimensions of socialization, empathy and autonomy constitute personality patterns which predict unethical clinical behaviors.

The data were collected from 308 students enrolled in seven baccalaureate schools of nursing at the end of the fall semester. All schools were National League for Nursing (NLN) accredited and located in the North Atlantic region of the United States. Questionnaires consisted of a demographic data sheet, the socialization, and empathy scales from the California Psychological Inventory (CPI), the Kurtines Autonomy scale, and the Hilbert Unethical Behavior Scale. The completed questionnaires were returned to a student representative, assigned by the faculty. The packets were mailed to the researcher in a prepaid envelope.

The data were entered into a computer. Students responses were categorized into personality profiles based on the autonomy, empathy, and socialization scores. One way analysis of variance (ANOVA) was used to determine whether the unethical behavior reported by the students varied among the personality profiles. The demographic variables of age, GPA, academic year, knowledge, and enforcement of academic standard policies, and discussion of unethical behaviors in class were also analyzed.

The first hypothesis was not supported. The personality profiles were unable to predict overall unethical classroom behaviors. However a significant difference was found in getting exam questions prior to taking an exam, and purchasing a paper from a commercial firm (p $<$.05).

The second hypothesis was supported. The personality profiles were able to predict unethical clinical behaviors. Students engaging in unethical clinical behavior were categorized in low socialization, and low autonomy profiles.

Sophomores reported significantly less (p $<$.05) unethical behaviors than seniors. GPA was inversely correlated with unethical behaviors. Students enrolled in publicly funded schools reported engaging in more unethical behaviors than students enrolled in privately funded schools. Awareness and enforcement of academic standard policies were significant (p =.0001) deterrents to unethical behaviors.
Notes: Source: Dissertation Abstracts International, Volume: 51-01, Section: B, page: 0147.

Thesis (D.S.N.)--WIDENER UNIVERSITY SCHOOL OF NURSING, 1989.

School code: 0969.