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ROLE SOCIALIZATION OF THE PROFESSIONAL STUDENT NURSE
Abstract
Purpose. The purpose of this study was to determine if a difference existed in the extent and direction of professional role socialization between students enrolled in the one year nursing major (accelerated program) and those enrolled in the three year nursing major (generic program) at Creighton University School of Nursing. Two major hypotheses were tested. They were: (1) There is no significant difference in the extent and direction of role socialization of students enrolled in a generic nursing program and students enrolled in an accelerated nursing program. (2) There is no difference in the extent and direction of role socialization because of certain demographic differences of the students. Procedures. To test these hypotheses, the Nurses' Professional Orientation Scale (NPOS) and a demographic questionnaire were used. Two scoring schemes were used to establish the scored weights for the student responses. These were based on scores of the nursing faculty of the School of Nursing (Local) and a national sample of nursing faculty (National). Students enrolled in the accelerated and generic nursing programs leading to a bachelor's degree in nursing were tested at the beginning of the sophomore year in the nursing curriculum, at the end of the sophomore year, at the end of the junior year, and at the end of the senior year. The resulting data were analyzed using means, standard deviations, analysis of variance, multiple classification analysis, and Pearson Correlation Coefficient. Findings/Conclusions. Based on the analysis of the data, the following conclusions were drawn: (1) Scores of the students in the generic and accelerated programs differed significantly at only one time, the beginning of the sophomore year when students in the accelerated program tested higher than students in the generic program. (2) The length of time spent in a professional school is not a significant socializing factor. (3) Students' scores approached the scores of the faculty as they progressed through the program, providing evidence that faculty does serve as significant socialization factor. (4) The local and national faculty samples had similar levels of socialization. (5) The age and educational level of the students were found to be significant factors in the socialization process.
Subject Area
School administration
Recommended Citation
BELL, JUDITH GRANT, "ROLE SOCIALIZATION OF THE PROFESSIONAL STUDENT NURSE" (1981). ETD collection for University of Nebraska-Lincoln. AAI8203209.
https://digitalcommons.unl.edu/dissertations/AAI8203209