INFLUENCE OF PARTIES-AT-INTEREST ON PROCEDURAL AUTONOMY IN THE DELIVERY OF STUDENT NURSE EDUCATION: A COMPARISON OF UNIVERSITY AND COLLEGE OF APPLIED ARTS AND TECHNOLOGY EDUCATION IN ONTARIO (CANADA, HEALTH SCIENCES, INSTITUTIONAL AUTONOMY).
Contributors: State University of New York at Buffalo.
Published: 1986
Number of pages: 181
Subjects: Education, Higher.
Description: Using the mandated number of clinical hours incorporated into the College of Applied Arts and Technology (CAAT) nursing programs as a base, student nurse education at CAATs and universities in Ontario is compared and contrasted. Examination of letters, memorandae, policies, standards of nursing practise, parliamentary speeches, Ministry publications, laws, books and periodicals and interviews reveals that numbers of non-nursing, non-teaching organizations (referred to as Parties-at-Interest) have legitimate interest in deciding how nurses should be educated for entry to practise as registered nurses.

The extent to which nursing education is influenced by the Parties-at-Interest is determined through the examination of curriculum variables appropriate to nursing education at both the CAATs and universities. The results show that the universities have a distinct advantage over the CAATs in terms of procedural autonomy which originates from the university traditions and the presence of the university senate. As the CAATs have no long traditions and no system of internal governance equivalent to the university senate, they have limited potential for procedural autonomy. Other findings have also been made: (1) The influence of Parties-at-Interest upon curriculum has an adverse effect upon professional autonomy as related to nursing education and practise. (2) Nursing in Ontario cannot be classed as a profession as it is interdependent with other health care disciplines and does not have a monopoly of access to knowledge. It is a health sciences discipline, no more or less. (3) Nurses are low-level participants in a rigidly authoritarian hierarchy and cannot fully control the entry or exit requirements for their student education, nor make occupational decisions without pressure from those who are not nurses. (4) The relative vulnerability of the university programs to influence from Parties-at-Interest does not preclude inviolability of procedural autonomy at the universities. It is therefore the type of institution at which nursing education takes place which affects professional autonomy. (5) The Parties-at-Interest influence on procedural autonomy is a legitimate one. (6) The input process is developed in a bureaucratic system which supports a representative democracy.
Notes: Source: Dissertation Abstracts International, Volume: 47-10, Section: A, page: 3675.

Thesis (PH.D.)--STATE UNIVERSITY OF NEW YORK AT BUFFALO, 1986.

School code: 0656.