Thurber F W
School of Nursing, University of Pennsylvania, Philadelphia.
J Nurs Educ. 1988 Jun;27(6):266-73. doi: 10.3928/0148-4834-19880601-07.
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.
本研究的目的是比较就读于普通和第二步学士学位完成课程的注册护士新生和毕业生对护理课程的看法以及对专业护理行为的态度。便利样本中的233名注册护士学生来自大都市地区的八个学士学位护理课程。数据包括学生概况、对所就读课程的看法、专业态度量表和人口统计学信息。对数据进行因子分析，将项目聚类为不同的实证组，然后以课程类型和入学/毕业状态作为协变量，通过方差分析进行检验。对课程感知数据的因子分析确定了六个主要因素。在其中两个因素上，即整体护理角色的实现和沟通能力，进入第二步课程的学生抱有明显更高的期望。然而，两种课程类型的毕业生对期望达成程度的反馈相似。对专业态度量表的类似分析区分出五个因素。结果显示，在进入两种课程类型的学生中，进入第二步课程的学生具有明显更专业的态度（p小于0.01）。毕业组之间的差异不显著。本研究表明，专业态度的形成并不取决于所就读的学士学位完成课程类型，而可能与先前护理教育的类型有关。
