MOTIVATING REGISTERED NURSES TO CHANGE THEIR BEHAVIOR TOWARD IMPLEMENTATION OF THE NURSING PROCESS.
Contributors: Union Institute (U.S.)
Published: 1992
Number of pages: 97
Subjects: Health Sciences, Nursing.; Health Sciences, Education.; Health Sciences, Health Care Management.
Description: The present study investigated factors motivating registered nurses to change their behavior toward implementation of the nursing process. Cognitive-motivational theory provided the framework for examining motivational factors' relationship to job performance.

The study tested the following hypotheses. Registered nurses who receive inservice education concerning the nursing process will exhibit: (1) more accurate knowledge of nursing care plans and documentation, (2) more positive attitudes toward nursing care plans and documentation, (3) stronger expectancies toward nursing care plans and documentation, (4) more internal attributions toward nursing care plans and documentation, (5) more positive job satisfaction, (6) a larger number of correct responses in writing nursing care plans and documentation than those nurses not receiving such inservice education.

Design. The design was quasi-experimental. The independent variable was educational instruction concerning the nursing process. The dependent variables comprised nursing process knowledge, attitudes, attributions, expectancies, job satisfaction, and behavior.

Subjects. Subjects were registered staff nurses. A convenience sample (N = 172) contained 82 subjects in the control group, and 90 in the treatment group.

Setting. Midwestern Veterans Affairs Medical Centers (n = 4) provided the research setting.

Instrument. Dependent variables were measured with five-point, Likert-type items. An exercise, based on a case study, measured the nurses' number of correct responses in writing nursing care plans, and documentation.

Procedure. The study comprised one four-hour inservice education session for the treatment groups, after which the dependent variables were assessed. The control groups completed the dependent measures before receiving the same inservice education session.

Analysis. Hypotheses were tested by means of t-tests. Additional unpredicted results were obtained from analyses of covariance, and multiple regression analyses.

Results. As predicted, nurses receiving inservice instruction reported significantly greater knowledge of the nursing process, and performed the components of the nursing process significantly better than those not receiving instruction. Cognitive-motivation measures did not show significant findings between the two groups.
Notes: Source: Dissertation Abstracts International, Volume: 53-03, Section: B, page: 1290.

Thesis (PH.D.)--THE UNION INSTITUTE, 1992.

School code: 1033.