ERIC Number: ED201268
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
The Professional Socialization of Nursing Students: A Comparison Based on Type of Educational Program.
Lynn, Mary R.
Two new scoring methods for the Nurses' Professional Orientation Scale (NPOS) were developed and tested to advance the assessment of professional socialization. These methods were based on: traditional versus nontraditional view of nursing (internal consistency of .81); and practicing nurses' view of nursing (internal consistency of .88). A total of 120 associate degree and 156 baccalaureate degree nursing students from four southeastern states were compared using these methods. The traditional/nontraditional scoring key was developed from the ratings of 32 undergraduate nursing faculty members. Each faculty member rated the 59 items of the NPOS with regard to whether they judged a nurse would be traditionally or nontraditionally oriented if she or he endorsed the item. A 67 percent agreement level was used as an indication of endorsement of an item. To develop a key based on practitioners' views, 226 practitioners were administered a questionnaire, and scoring weights were calculated in an identical manner to that of the original scoring weights of the NPOS. Using a 2x3 factorial design (two program levels and three grade point levels), the associated degree students were found to be more traditionally oriented but neither student type differed when compared using the practicing nurses scoring method. It is concluded that the potential for improving available instrumentation in the area of professional socialization in nursing was demonstrated. It is suggested that with slight adaptation, the NPOS can be used for socialization assessment in other professions. Sample items from the NPOS and a bibliography are included. (SW)
Publication Type: Speeches/Meeting Papers; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Identifiers: Nurses Professional Orientation Scale
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 13-17, 1981).