Comparison of Role Model Behaviors of Nursing Faculty Between BSN/ADN and Diploma Programs in Japan

2.50
Hdl Handle:
http://hdl.handle.net/10755/148477
Type:
Presentation
Title:
Comparison of Role Model Behaviors of Nursing Faculty Between BSN/ADN and Diploma Programs in Japan
Abstract:
Comparison of Role Model Behaviors of Nursing Faculty Between BSN/ADN and Diploma Programs in Japan
Conference Sponsor:Sigma Theta Tau International
Conference Year:2009
Author:Yamashita, Nobuko, DNSc
P.I. Institution Name:Gunma Prefectural College of Health Science
Title:Associate Professor
Co-Authors:Naomi Funashima, RN; Michiko Murakami, RN, MNSc; Hiroe Miura, RN, DNSc; Tomomi Kameoka, RN, DNSc; Toshiko Nakayama, RN, DNSc; Kumiko Hongo, RN, MNs; Mika Hattori, RN, MNSc; Midori Sugimori, RN, BLL
[Scientific Session Presentation]  BACKGROUND:Japanese nursing education historically has been provided by diploma programs. Since 1992 it has been shifting to higher education. Therefore enriching the faculty development in BSDN had become an important issue.   OBJECTIVES:To compare role model behaviors of nursing faculty between BSDN and diploma programs in Japan and to discuss the issue to enrich faculty development  programs.METHODS:Participants were nursing faculty in BSDN and diploma programs in Japan. Two instruments were used: the Self-Evaluation Scale on Role Model Behaviors for Nursing Faculty (RMBNF-J) and Faculty Attribute Questionnaire (FAQ-J). The RMBNF-J has 35 items with 5-point Likert-type scale, and the items were grouped into 5 subscales. It was used to measure the role model behaviors of nursing faculty. FAQ-J was used to examine 20 attributes of nursing faculty. The internal consistency and content validity of each instrument were well-established (Funashima,2002). The two instruments were sent to participants by mail. The data were analyzed statistically.FINDINGS & IMPLICATION:Three hundred and eighty-one nursing faculty inBSDN and 335 in diploma programs participated. The total score for BSDN was 135.8(SD=18.8) and that for diploma programs was 124.8(SD=19.9). The result of t-test showed that no significant difference between the 2 groups (p=.229). Arranging 5 subscales in score order from highest to lowest, the result in two groups was almost identical. The highest one was ?Behaviors that shows respect to students?; the lowest one was ?Behaviors oriented ongoing professional development.? However, the two groups had different educational backgrounds; while 15.7% of nursing faculty in BSDN had a doctorate degree, none in diploma programs had that degree. The result suggests that nursing faculty in any type experienced similar problems, regardless of their different educational background. To enrich faculty development programs for nursing faculty, it is important improving the role model behaviors, that is, ?Behaviors oriented ongoing professional development.?
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleComparison of Role Model Behaviors of Nursing Faculty Between BSN/ADN and Diploma Programs in Japanen_GB
dc.identifier.urihttp://hdl.handle.net/10755/148477-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Comparison of Role Model Behaviors of Nursing Faculty Between BSN/ADN and Diploma Programs in Japan</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Yamashita, Nobuko, DNSc</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Gunma Prefectural College of Health Science</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">yamashita@gchs.ac.jp</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Naomi Funashima, RN; Michiko Murakami, RN, MNSc; Hiroe Miura, RN, DNSc; Tomomi Kameoka, RN, DNSc; Toshiko Nakayama, RN, DNSc; Kumiko Hongo, RN, MNs; Mika Hattori, RN, MNSc; Midori Sugimori, RN, BLL</td></tr><tr><td colspan="2" class="item-abstract">[Scientific Session Presentation]&nbsp; BACKGROUND:Japanese nursing education historically has been provided by diploma programs. Since 1992 it has been shifting to higher education. Therefore enriching the faculty development in BSDN had become an important issue. &nbsp; OBJECTIVES:To compare role model behaviors of nursing faculty between BSDN and diploma programs in Japan and to discuss the issue to enrich faculty development&nbsp; programs.METHODS:Participants were nursing faculty in BSDN and diploma programs in Japan. Two instruments were used: the Self-Evaluation Scale on Role Model Behaviors for Nursing Faculty (RMBNF-J) and Faculty Attribute Questionnaire (FAQ-J). The RMBNF-J has 35 items with 5-point Likert-type scale, and the items were grouped into 5 subscales. It was used to measure the role model behaviors of nursing faculty. FAQ-J was used to examine 20 attributes of nursing faculty. The internal consistency and content validity of each instrument were well-established (Funashima,2002). The two instruments were sent to participants by mail. The data were analyzed statistically.FINDINGS &amp; IMPLICATION:Three hundred and eighty-one nursing faculty inBSDN and 335 in diploma programs participated. The total score for BSDN was 135.8(SD=18.8) and that for diploma programs was 124.8(SD=19.9). The result of t-test showed that no significant difference between the 2 groups (p=.229). Arranging 5 subscales in score order from highest to lowest, the result in two groups was almost identical. The highest one was ?Behaviors that shows respect to students?; the lowest one was ?Behaviors oriented ongoing professional development.? However, the two groups had different educational backgrounds; while 15.7% of nursing faculty in BSDN had a doctorate degree, none in diploma programs had that degree.&nbsp;The result suggests that nursing faculty in any type experienced similar problems, regardless of their different educational background. To enrich faculty development programs for nursing faculty, it is important improving the role model behaviors, that is, ?Behaviors oriented ongoing professional development.?</td></tr></table>en_GB
dc.date.available2011-10-26T09:45:44Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:45:44Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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