Clark Connie L
Division of Nursing, Mercy College of Health Sciences, Des Moines, Iowa 50309-1239, USA.
J Nurs Educ. 2004 Aug;43(8):346-51. doi: 10.3928/01484834-20040801-01.
This non-experimental, descriptive study explored the differences in professional socialization between graduating students of two-plus-two baccalaureate completion nursing programs and generic baccalaureate nursing (BSN) programs. The survey population was graduating students from NLN-accredited baccalaureate nursing programs in a 15-state region. Autonomy, noted as a mark of professionalism, was measured by the Nursing Activity Scale developed by Schutzenhofer. No significant difference was found between the level of professional socialization of graduating students of two-plus-two baccalaureate completion nursing programs and generic BSN programs. No significant difference was found in professional socialization between students from the two basic RN education programs prior to BSN completion. A positive, but not significant, correlation was found between professional socialization and years of employment as an RN. No significant relationship was found between professional role socialization and area of major nursing experience for the baccalaureate completion nursing students.
这项非实验性描述性研究探讨了两年制加两年制护理学学士学位完成课程的毕业生与普通护理学学士学位（BSN）课程的毕业生在职业社会化方面的差异。调查对象是来自15个州地区经美国护理联盟（NLN）认证的护理学学士学位课程的毕业生。自主性被视为专业素养的一个标志，通过舒岑霍费尔开发的护理活动量表进行测量。两年制加两年制护理学学士学位完成课程的毕业生与普通BSN课程的毕业生在职业社会化水平上未发现显著差异。在完成BSN之前，来自这两种基本注册护士教育课程的学生在职业社会化方面也未发现显著差异。职业社会化与作为注册护士的工作年限之间存在正相关，但不显著。对于护理学学士学位完成课程的学生，职业角色社会化与主要护理经验领域之间未发现显著关系。
