Literaturnachweis - Detailanzeige
| Autor/inn/en | Kendra, Mary Agnes; Clegg, Ambrose, Jr. |
|---|---|
| Titel | Articulation among Nursing Programs: A Path To Travel To Solve the Nursing Shortage? |
| Quelle | (1992), (20 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Administration; Articulation (Education); Associate Degrees; Bachelors Degrees; Communication Skills; Competence; Degrees (Academic); Higher Education; Nurses; Nursing; Nursing Education; Nursing Research; Professional Education; Two Year Colleges |
| Abstract | A study was done of recent graduates of associate degree nursing programs (ADNs) and baccalaureate degree nursing programs (BSNs) to see whether they could be differentiated on the basis of two levels of nursing practice using three categories of competency: direct care, communication, and management. The study used a post-test-only comparison group design to analyze response scores to a survey instrument designed to address 16 professional competencies and administered to a volunteer sample of 20 ADN and 29 BSN graduates. All participants had graduated within the previous 8 months and were employed in 4 large metropolitan hospitals. Results showed no difference between ADNs and BSNs in two of three categories of nursing competency (direct care and management). In addition it was found that nurses from both groups with lower grade point averages scored better on communication competencies. Consideration of the findings suggested that curricula in educational programs must acknowledge competency statements describing two levels of practice and design associate and baccalaureate curricula accordingly. Bringing about clearer differentiation between the two levels would preclude blurring of competence of students graduating from technical and professional curricula. Included are seven tables and 19 references. (JB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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