A comparison of role conceptions and role deprivation of baccalaureate students in nursing participating in a preceptorship or a traditional clinical program

In this study, the professional and bureaucratic role conceptions and role deprivation of students participating in a preceptorship program were compared to those in a traditional faculty-supervised clinical group. The role conceptions and role deprivation of nursing faculty and preceptors were also examined. One hundred eighteen students in a two-year upper division baccalaureate program participated in this study. The Corwin Nursing Role Conception tool was administered. Results indicated no differences in role conceptions or role deprivation in students participating in the preceptorship program and those who did not. There were no differences in the developmental pattern of role conception and role deprivation during two years of nursing education. Also, nursing faculty had a significantly higher professional role conception and a significantly lower bureaucratic role conception than preceptors but there were no differences in role deprivation between the two groups.     

Role conception and role discrepancy: a comparison between hospital-based and degree nursing students in Hong Kong

This paper reports on a cross-sectional survey that aimed to compare the role conception types and role discrepancy between 140 certificate and 81 degree nursing students in Hong Kong Non-probability convenience sampling was used and the participants selected from the hospital-based training were first, third and fourth study block students Second-, third- and fourth-year students from the degree programme were selected for comparison The role conception scale developed by Pieta was modified and adopted to measure the role conception and discrepancy ANOVA test was performed to examine differences across and within the two groups The results showed that the degree students had a significantly higher ideal but lower actual professional role conception than the certificate students An interaction effect between the groups (certificate-degree) and grades (stages of education) was detected in the ideal professional role, indicating a marked drop of the score for the fourth-year degree students For the discrepancy role conception score, the degree students had a significantly higher discrepancy score in all the three role conception types compared with their certificate counterparts In summary, the impact of the educational process on the development of role conception was demonstrated Compared to the certificate students, the ward practice seemed to exert a far greater impact on degree students'role conception     

A comparison of RN students in two types of baccalaureate completion programs

The purpose of this study was to compare perceptions of nursing programs and attitudes toward professional nursing behaviors in entering and exiting registered nurse students enrolled in generic and second step baccalaureate degree completion programs. The convenience sample of 233 registered nurse students was drawn from eight baccalaureate nursing programs in a metropolitan area. Data included a student profile, perceptions of program in which enrolled, a professional attitude scale, and demographics. Data were factor analyzed to cluster items into distinct empirical groups and then examined by analysis of variance using program type and entry/exit status as covariates. Factor analysis of program perception data delineated six principal factors. On two of the factors, overall nursing role attainment and communication ability, entering second step students held significantly higher expectations. However, responses of exiting students as to how well expectations had been met were similar between the two program types. Similar analysis of the professional attitude scale differentiated five factors. Results showed that among students entering both program types, second step entrants had significantly more professional attitudes (p less than .01). Differences between the exiting groups were not significant. This study suggests that professional attitude formation is not dependent upon type of baccalaureate completion program in which enrolled but may relate to type of prior nursing education.     

Tracking the development of professional values in undergraduate nursing students

In the current nursing shortage, nurses are frequently making significant patient care decisions concerning value-laden clinical issues. A program evaluation study was conducted to track professional values over time from entry into a baccalaureate program to graduation. Nursing students completed a survey measuring professional values upon entry into and exit from the program. Comparative analysis of pretest and posttest group means demonstrated statistically significant increases in total scores. The highest pretest value items were also the highest on the posttest, with the addition of patient advocacy. Patient advocacy jumped 16 places from pretest to posttest to become the highest-ranked statement upon exit from the program. All of the values rated as least valued at pretest remained least valued at posttest; however, the means of all but two (participating in nursing research and providing consumer education about products/services) increased significantly. The value statements with mean scores that increased significantly centered on aspects of nursing practice less visible to the lay public and involving interaction with other health care providers.     

Personality traits valued by practicing nurses and measured in nursing students

Human relationships are inherent in professional nursing practice, and are influenced by personality traits of the nurse. The purpose of this study was to develop a profile of personality traits desirable for nurses that could be used as a basis for preprofessional guidance and for teaching strategies that would promote the development of these traits. Nurses from four states indicated the level of personality traits desirable for nurses, based on Personality Research Form (PRF) definitions. The PRF was then administered to both associate degree (ADN) and baccalaureate degree (BSN) students. Although some differences were demonstrated, the level desired by the nurses was congruent with student scores, and the scores of ADN and BSN students at point of entry and on completion of their nursing education did not significantly differ for the majority of the traits measured.     

The leadership/management role: a differentiating factor for ADN/BSN programs?

The resurgence of the ADN/BSN issue relative to educational preparation and roles and the concomitant development of positions taken by the professional associations and National Commission on Nursing pointed to the need for study of current ADN/BSN curricula and utilization of graduates. Based upon a brief historical literature review and ADN/BSN competency statements, the leadership/management role was selected for study as a possible differentiating factor between these programs. Findings from a statewide study of ADN and BSN programs and a representative sample of nurse executives indicated that an education and service dilemma exists relative to this role. The majority of ADN program directors noted that a leadership/management component should be part of ADN curricula, whereas BSN program directors did not concur. Nurse executives utilized ADN graduates in leadership/management positions and stated that length of experience was an influencing factor in selection. Numerous other findings showed a discrepancy in beliefs and practices among educators and nurse executives. This survey demonstrates the need for curriculum changes and role clarification. The leadership/management role may be a viable area for consideration.     

A formalized mentoring program for LPN-to-RN students

Nursing programs across the United States are faced with the challenge to admit greater numbers of students and improve retention and progression rates of enrolled students. Associate degree nursing (ADN) programs produce the largest percentage of registered nurse (RN) graduates in comparison with other basic RN programs (National League for Nursing, 2006). Many states and academic institutions have begun to realize that the large pool of licensed practical nurses (LPNs) is a viable source of quality ADN students. LPN students in LPN-to-RN completion programs can often complete degrees and be eligible to take state board RN examinations in half the time of a traditional ADN student. Faculty at Ohio University-Chillicothe (OU-C) examined strategies to enhance the LPN-to-RN transition program on the campus and to promote retention and progression of this unique population of nursing students in the ADN program. The faculty researchers developed the Nursing Success program after a review of the literature and with support from an internal grant from the OU-C Faculty Summer Research Fund. This article describes this formalized, faculty-driven student mentoring program designed for LPN-to-RN students at OU-C and the outcomes of the initial implementation.     

Role deprivation in baccalaureate nursing students pre and post curriculum revision

This study documents that the Role Deprivation of senior generic baccalaureate nursing students (n = 194) in a newly revised conceptually based, 8-term, health-oriented curriculum was significantly greater (p less than .05) than the role deprivation of senior baccalaureate nursing students (n = 174) in the same school when the program was based on a 10-term, medical model, illness-oriented curriculum. Role deprivation was measured by the Corwin (1960) Role Conception-Role Deprivation (RC-RD) Scale which was used extensively by Kramer in her studies (1969, 1970, 1974) of nurse's adjustment to the hospital work world. In these studies, Kramer used role deprivation as an indirect measure of reality shock. Unresolved reality shock leads to anger, frustration, and disillusionment that eventually can lead to exit from the profession (Kramer, 1974). Kramer has demonstrated that changes in learning experiences in an educational program can affect new graduates' adaptation to the hospital work world.     

Meeting the challenge of mobility in nursing education: one program's response

Plans for the future include exploring linkages with baccalaureate programs, developing online offerings for courses at the ADN level, and tracking retention according to admission requirements. The department head has presented a proposal to the local BSN programs that will allow selected students in the ADN program to take one of their nursing courses at the RN-BSN level prior to graduation. A lead instructor at the ADN level is participating in a Title III grant to design online course offerings. A faculty member has been assigned the responsibility to track retention and develop a retention plan for the division. So far, we have recognized the following advantages of the new curriculum. 1) The liberal articulation for CNA and LPN means that these individuals can become registered nurses in less time. 2) Students have the opportunity to become credentialed at an earlier level and enter the workforce prior to becoming a registered nurse. 3) Implementation of the new curriculum has been a way to capitalize on college resources in order to maximize enrollment. In the past, some slots in the low enrollment NA and PN programs were not filled. As a result of the implementation of the new curriculum, we admitted a total of 65 (37%) more students in 2001 than we did in 2000 because we were able to fill available spaces in these low enrollment programs with ADN students. In a time of tight fiscal resources and increasing demands for healthcare providers, this multiple entry, multiple exit program provides an effective strategy for meeting the challenges confronting nursing education in the 21st century.     

Encouraging associate degree nursing students to pursue a bachelor of science in nursing: The faculty role

Faculty in associate degree nursing (ADN) programs have unique opportunities to encourage and guide students to continue their nursing education. At a time when the nursing profession needs advanced clinical leaders and educators, the bachelor of science in nursing (BSN) provides ADN graduates a stepping stone to advanced education and career opportunities. Faculty approaches to encourage ongoing student education, organized from the theory of adult learning by M. S. Knowles (1970), are provided. These include engaging students in the process, showing how the BSN can be relevant to students' lives, and assisting students in finding a BSN program that fits their lifestyle.     

A neurosciences internship and graduate nurse role conception

Registered nurse (RN) turnover is a severe problem many hospitals face in today's health care climate. A study was conducted of a graduate nurse (GN) neurosciences internship established in a large metropolitan teaching hospital located in southwestern Tennessee to determine the internship's effect upon role conception of GNs. Thirty-two GNs enrolled in the internship comprised the experimental group, and 22 GNs in traditional orientation were the control group. Data collection instruments consisted of Corwin's Role Conception tool and a demographic questionnaire designed to examine variables that could influence professional role conception. Both instruments were completed at the beginning of employment, and Corwin's Role Conception repeated after completion of the first six months of practice. At this time audiotaped interviews were conducted by a nurse counselor to collect qualitative data from ten randomly selected informants from each group. Results revealed no significant differences in the two groups regarding changes in role conception as measured by Corwin's instrument. Audiotaped interviews brought to light many concerns of new GNs with regard to inadequate staffing, the charge nurse role, coping with the stress of the professional nurse role and new attitudes toward the field of the neurosciences. Implications for nurse administrators include the need to: be aware of the stresses to which new GNs are exposed; examine traditional practices such as the charge nurse role and staffing patterns; determine whether nursing internships, such as the neurosciences internship can improve the attitudes of GNs toward their specialty.     

The relationship of critical thinking to performance on the NCLEX-RN

This study investigated the relationship of critical thinking to performance on the NCLEX-RN. The sample (N = 218) was composed of baccalaureate nursing students from a university-based nursing program in the southwestern United States, and participants completed two critical thinking instruments: the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Disposition Inventory (CCTDI). Results showed that there was a difference between participants who passed and failed the NCLEX-RN on both the entry and exit CCTST. Students in the pass group also had higher scores on the exit CCTDI, but scores for the fail group were comparable with national norms for nursing students. No changes in CCTST or CCTDI total scores occurred between program entry and exit, and neither instrument was useful in the prediction of NCLEX-RN performance. There were no differences in NCLEX-RN performance between the pass and fail groups for age or gender.     

Direct articulation of AD nursing students into an RN-to-BSN completion program: a research study.

A study was undertaken to investigate the educational validity of direct articulation for AD students into an upper division RN-completion program through transfer of nursing credit. The results suggested that there is a common core of content in both associate- and baccalaureate-level nursing curricula, and that transferring associate degree nursing (ADN) credit into an RN-to-BSN upper division program is defensible. Statistical analysis revealed no significant difference between ADN seniors graduating from National League for Nursing (NLN)-accredited programs and candidates for university admission in composite scores on the ACT-PEP validation battery if the student achieved a final GPA of 2.75 or above. Based on these results, the faculty has recommended the adoption of a general policy of direct articulation for students from state-approved, NLN-accredited ADN programs into the RN-to-BSN program at La Salle University.     

Effects of an intervention plan on nursing student success

Student attrition from nursing programs due to academic failure negatively affects students, nursing programs, and the health care industry. The purpose of this retrospective study was to determine the success of an intervention plan for practical nursing (PN) and associate degree nursing (ADN) students who were at risk for failure in coursework compared with outcomes from years without the plan. Records of 384 students were accessed. A 6% decrease in involuntary withdrawal due to academic failure with the intervention plans was noted. Sixty-four percent of the PN students and 86% of the ADN students with a plan completed the program. Ninety-six percent of the PN students and 84% of ADN students in intervention plans were successful on the NCLEX(?) on the first attempt. A statistically significant difference (p < 0.001) between traditional and nontraditional students in program completion existed prior to the intervention, which was eliminated with implementation of the intervention plans.     

Social media and professional boundaries in undergraduate nursing students

Social media use and professional boundaries are growing challenges for nurse educators. The current undergraduate nursing student population is a technology savvy generation that enjoys the constant stimulation and social connections created by social media. Professional standards in nursing are dictated by the ANA's Code of Ethics, and educators are responsible for instilling professional values into impressionable nursing students. Professional boundaries have become blurred with increased use of social media as students struggle to differentiate between personal and professional identities. Increased exposure to professional expectations along with clearly defined policies and procedures regarding social media use can foster the development of an ethical conscience in students that can be carried into future practice. The establishment of clear professional boundaries upon entry into nursing programs can support safe use of social media and promote a positive image for the future of the nursing profession.     

Changes in students' perceptions of the professional role

The purposes of this study were to determine whether students' perceptions of the role of the physical therapist and of themselves in that role change during a two-year entry-level postbaccalaureate degree program in physical therapy, when these changes occur, and the differences between students' perceptions and those of their faculty members. A semantic differential test was completed by 14 entry-level postbaccalaureate degree students five times during the two-year program. Sixteen faculty members completed the same test twice. Perceptions relating to five concepts of the professional role of the physical therapist and to five concepts relating to self in that role were assessed. Kendall's coefficient of concordance revealed no significant change in the students' perceptions of the role of the physical therapist, but it did reveal a significant change in one of the five concepts relating to their perceptions of themselves in that role (p less than .05). A Mann-Whitney U test revealed significant differences between the students' and faculty members' perceptions for 5 of the 10 concepts. Results of the study provide information about the professional socialization of physical therapy students.     

Professional confidence in baccalaureate nursing students

“You need to develop more confidence” is a common refrain noted by students and faculty alike. As nurse educators, we believe that encouraging students to develop their professional confidence is an important role. Moreover, the nursing profession demands that nursing care be delivered with confidence. Although the importance of professional confidence is acknowledged in the literature, there is surprisingly little written about its development or strategies that promote professional confidence in nursing education. A qualitative study was conducted to explore the meaning and influences on professional confidence as perceived by nursing students enrolled in a four year generic baccalaureate nursing program. Focus groups were audiotaped, transcribed verbatim and analyzed using Burnard’s (1991) thematic content analysis method. The meaning of professional confidence involved: feeling, knowing, believing, accepting, doing, looking, becoming, and evolving. Positive and negative influences in developing professional confidence centered around two time periods, prior to entering nursing, and within the nursing program. Students identified strategies to assist themselves in developing professional confidence. Faculty development is one recommendation for faculty.     

Critical thinking dispositions and skills of senior nursing students in associate, baccalaureate, and RN-to-BSN programs

This study investigated the critical thinking dispositions and skills of senior nursing students. Study participants were students enrolled in associate (n = 137), baccalaureate (n = 102), and RN-to-BSN (n = 66) programs accredited by the Korean Ministry of Education. The California Critical Thinking Disposition Inventory (CCTDI) and California Critical Thinking Skills Test (CCTST) were used. A comparison of the CCTDI scores revealed a statistically significant difference between the students enrolled in different programs (F = 4.159, p = 0.017), as did a comparison of the CCTST scores (F = 24.205, p < 0.0001). Within the total sample (n = 305), the relationship between CCTDI and CCTST scores was significant (r = 0.305, p = 0.000). Developments in medical technology, the growing number of older adults and patients with chronic illnesses, and the demand for high-quality nursing care have led to various, increasingly complex, professional, legal, and educational issues within the nursing workplace. Therefore, nurses need creativity and critical thinking skills to make the decisions required of them in their nursing practice. In line with this, when conducting a survey of the effectiveness of nursing education, the necessity of critical thinking skills cannot be overlooked. In fact, the National League for Nursing Accrediting Commission (NLNAC) (1999) and American Association of Colleges of Nursing (AACN) (1998) require the concept of critical thinking be included as one of the core elements of curricula and that it be measured as an outcome when evaluating nursing education. In 1998, during the evaluation of colleges of nursing conducted by the South Korean Council for University Education, several universities presented the fostering of critical thinking as one of the terminal learning goals of nursing education based on the idea that critical thinking is important not only in the nursing workplace, but also in nursing education. To evaluate the effectiveness of Korea's current nursing education curriculum, focus was placed on current students in South Korea's three systems of nursing education. Each curriculum's effectiveness can be evaluated by indexing critical thinking dispositions and skills. This article intends to offer insight into the first steps necessary in reorganizing nursing education by comparing these evaluations of each of the three systems. To this end, we conducted a comparative study of the critical thinking dispositions and skills of students in 3-year associate degree (ADN), 4-year baccalaureate (BSN), and 5-year RN-to-BSN programs. The RN-to-BSN program requires students to finish a separate 2-year program after the initial 3-year ADN program.     

The effect of preceptorship upon diploma program nursing students' transition to the professional nursing role.

This quasi-experimental study determined the effect of a 17-week pregraduate preceptorship program upon diploma nursing students' (N = 22) performance of the professional nursing role. Nine students participated in the preceptorship program; 13 received the standard pregraduate clinical experience. Nursing performance was measured using Schwirian's Six Dimension Scale of Nursing Performance prior to, during, and upon completion of the pregraduate clinical experience. Based on the faculty adviser's appraisals, the preceptorship program was associated with significantly greater improvements in nursing performance within the teaching/collaboration and planning/evaluation dimensions.