PERCEPTIONS OF ADMINISTRATORS TOWARD THE IMPACT OF HEALTH CARE REFORM ON ASSOCIATE DEGREE NURSING EDUCATION (BACCALAUREATE DEGREE).
Contributors: University of Alabama.
Published: 1996
Number of pages: 143
Subjects: Education, Administration.; Health Sciences, Nursing.; Health Sciences, Education.
Description: The purpose of the research was to investigate the perceptions of Alabama's associate degree and baccalaureate degree nursing education program administrators regarding the impact of health care reform upon nursing education. Administrators of 25 nursing education programs in Alabama responded to the survey: 17 associate degree and 8 baccalaureate degree. A comparative descriptive design was selected in order to examine and describe differences between the two groups. A t-test was used to test for statistically significant differences between their perceptions.

The survey was divided into three sections: (a) nursing education, (b) nursing curriculum, and (c) faculty practice. In the section related to nursing education, associate degree administrators agreed that associate degree nursing education should reflect community-based practice in response to health care reform, whereas, baccalaureate degree administrators disagreed. In the section related to nursing curriculum, associate degree administrators agreed that associate degree nursing curriculum should be reformed to include community-based practice in response to health care reform, whereas, baccalaureate degree administrators disagreed. In the section related to nursing faculty, associate degree administrators agreed that associate degree nursing faculty should support curricular reform and maintain clinical competence for community-based practice in response to health care reform, whereas baccalaureate degree administrators disagreed. The meaning of these findings supported a statistical difference in perceptions of each group regarding the impact of health care reform on nursing education, nursing curriculum, and faculty practice.

The conclusions of the research are as follows: (1) associate degree administrators agreed that associate degree nursing education should include community-based practice, (2) baccalaureate degree administrators disagreed with community-based practice of associate degree nursing education, (3) associate degree administrators agreed that associate degree nursing curriculum should include community-based practice, (4) baccalaureate degree administrators disagreed with community-based practice in the associate degree nursing curriculum, (5) associate degree administrators agreed that associate degree nursing faculty should support community-based practice and maintain clinical competency for community-based practice, and (6) baccalaureate degree administrators disagreed with associate degree faculty preparing for community-based practice.
Notes: Source: Dissertation Abstracts International, Volume: 57-06, Section: A, page: 2295.

Thesis (ED.D.)--THE UNIVERSITY OF ALABAMA, 1996.

School code: 0004.