A COMPARISON OF THE ROLE CONCEPTIONS, ROLE CONFLICTS, AND INTEGRATIVE ROLE BEHAVIORS OF THREE TYPES OF BACCALAUREATE NURSING GRADUATES.
Contributors: Georgia State University.
Published: 1987
Number of pages: 126
Subjects: Health Sciences, Nursing.; Education, Sociology of.
Description: Purpose. The purpose of this study was to compare the bureaucratic and professional role conceptions, role conflicts, and integrative role behaviors of three types of nursing graduates: (a) generic baccalaureate graduates; (b) graduates, who as registered nurses, entered a traditional baccalaureate nursing program; and (c) graduates, who as registered nurses, entered a nontraditional nursing program, Regents College Degrees.

Methods and Procedures. A total of 225 graduates were randomly selected from a list of potential participants provided by nursing programs in the states of Georgia and New York as well as Regents College Degrees Nursing Program. Data were collected by the use of mailed questionnaires which included Corwin's Role Conception Scales, Kramer's Integrative Role Behavior Scales, and a demographic questionnaire designed by the present researcher. A multivariate analysis of variance was conducted to analyze the obtained data.

Results. Using Wilks lamba criterion, there was no significant difference between groups on seven dependent variables: (a) professional role conception, (b) bureaucratic role conception, (c) professional role conflict, (d) bureaucratic role conflict, (e) professional integrative role behavior, (f) bureaucratic integrative role behavior, and (g) bicultural integrative role behavior.

Conclusion. The results of this study indicated that graduates from three types of baccalaureate nursing programs had similar role conceptions, experienced similar levels of role conflict, and handled role conflict by integrating role behaviors. The findings from this study differed from findings of previous studies conducted in this area. It was speculated that over the past years, there have been reforms in nursing education that have prepared students for the realities of nursing practice after graduation.
Notes: Source: Dissertation Abstracts International, Volume: 48-09, Section: B, page: 2603.

Thesis (PH.D.)--GEORGIA STATE UNIVERSITY, 1987.

School code: 0079.