Faculty perceptions of collaborative programming for the baccalaureate as entry to nursing practice
Pickett, Wendy Lee
University of Lethbridge. Faculty of Education
Lethbridge, AB : University of Lethbridge, Faculty of Education, 1990
The primary purpose of this study was to examine the perceptions of southern Alberta nurse educators regarding the concept of collaborative programming as one way of working towards baccalaureate entry into nursing practice (EP 2000). Specifically, answers to the following questions were sought: 1. To what extent do nurse educators support the EP 2000 mandate, and why do they hold these views? 2. To what extent do nurse educators support the concept of collaborative programming, and why do they hold these views? 3. What programming alternatives do nurse educators perceive as desirable for working towards baccalaureate entry to practice? 4. What are the perceived barriers and facilitators to developing a collaborative program? 5. What factors may influence a nurse educator's perception of collaborative programming? A questionnaire was developed and distributed to 112 full-time nurse educators in four dimploma nursing programs (DNP) and two baccalaureate nursing programs (BNP) in southern Alberta. Completed returns numbered 74 (66%). Descriptive statistics, content analysis and the Chi Square statistical test were used to analyze the data. Lewin's (1951) force field theory was used as a guide in inteerpretation of the data findings. The major findings of the study were as follows: 1. Generally, nurse-faculty perceived the system of nursing education to be inadequate in meeting the health care needs of society; in providing for education and career mobility; and in the kind and amount of communication between its educational components. 2. A majority of BNP and DNP faculty support the EP 2000 mandate. Each group identified the need to upgrade professional standards and educational requirements to better serve society (consumers, patients, hospitals, marketplace demands and the profession) and better meet the increased intellectual, technical and judgemental demands required by the expanded roles in nursing practice. 3. A majority of the BNP and DNP faculty support the development of collaborative baccalaureate programsprovi for reasons ranging from professional benefits to pragmatic and economic aspects. However, there were a number of ambiguities and contradictions in the participants' responses. 4. Restricted provincial funds, lack of government support for EP 2000, concerns regarding the academic qualifications of diploma faculty to deliver university transfer courses, the need to protect existing program territoriality, and difficulties in mobilizing inter-institutional processes were perceived as barriers influencing the development of collaborative programs. The EP 2000 position statements, the increased student demands for baccalaureate education, and a desire to retain the strengths and resources of diploma education were preceived as facilitators. 5. The participants' type of employing institution affected certain perceptions of collaborative programming and the baccalaureate as entry to nursing practice. It was concluded that less overt resistance to collaborative programming was found than might have been predicted, given the slow movement in the province toward planned collaboration. The base seems to exist for a concerted, organized, regional effort in this direction, provided that serious attention is paid to the issues identified by the respondents. Finally, the data provide a foundation for developing on educational process and action steps to enhance progress toward collaboration as one option for facilitating EP 2000. Recommendations were presented for nursing education and future research.
xi, 138 leaves ; 28 cm
Nursing -- Study and teaching -- Alberta, Southern , Nursing schools -- Alberta, Southern -- Faculty , Nursing -- Study and teaching (Higher) -- Alberta, Southern , Dissertations, Academic