ERIC Number: ED245588
Record Type: RIE
Publication Date: 1984
Reference Count: 0
Professional Role Conception on Generic versus RN Students.
Hegge, Margaret Joy
Nursing role conceptions of registered nursing (RN) students were compared with those of generic students in the baccalaureate program at South Dakota State University. The study population consisted of 76 students. Responses were obtained from four groups of students using a quasi-experimental pretest/posttest group design. Factors positively or negatively affecting professional role conception were isolated. Analysis showed that younger, unmarried, full-time generic students achieved highest professional role conception scores, while older RN students achieved highest bureaucratic role conception scores. Although RNs with 2 to 5 years nursing experience scored highest on the bureaucratic scale, cumulative nursing experience beyond 5 years did not increase bureaucratic loyalties. Professional role conception increased slightly with continuous enrollment in nursing courses. The results suggest that professional role values should be continually reinforced throughout the curriculum to counteract bureaucratic role conceptions acquired by RNs in work settings and stereotypical service role conceptions held by generic nursing students. (Author/SW)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Doctoral Dissertation, University of Minnesota.