Armstrong M L, Clark D W, Stuppy D J
J Nurs Staff Dev. 1995 May-Jun;11(3):131-7.
Part of professional development is influencing RNs to return for an undergraduate degree, a challenge for the staff development educator. Expanding on earlier research using Boshier's Educational Participation Scale to reveal motivational orientations, the authors queried 5 groups of RNs who were enrolled in BSN education between 1990 and 1992 (N = 235) and living in rural and urban areas of Texas. There were no significant differences of overall motivational orientations, yet RN students living in rural areas scored higher in professional knowledge (P = 0.03) whereas urban-based RN students scored higher in compliance with authority (P = 0.02). Specific marketing and educational strategies are discussed.
专业发展的一部分是促使注册护士重返校园攻读本科学位，这对员工发展教育工作者来说是一项挑战。作者在早期研究的基础上，使用博希尔的教育参与量表来揭示动机取向，对1990年至1992年间在德克萨斯州农村和城市地区参加护理学学士教育的5组注册护士（N = 235）进行了调查。总体动机取向没有显著差异，但生活在农村地区的注册护士学生在专业知识方面得分更高（P = 0.03），而城市地区的注册护士学生在服从权威方面得分更高（P = 0.02）。文中讨论了具体的营销和教育策略。
