Effects of Distance Learning Education in the Professional Socialization of Registered Nurses Pursuing RN to BSN or MSN Degrees

2.50
Hdl Handle:
http://hdl.handle.net/10755/150962
Type:
Presentation
Title:
Effects of Distance Learning Education in the Professional Socialization of Registered Nurses Pursuing RN to BSN or MSN Degrees
Abstract:
Effects of Distance Learning Education in the Professional Socialization of Registered Nurses Pursuing RN to BSN or MSN Degrees
Conference Sponsor:Sigma Theta Tau International
Conference Year:2001
Conference Date:June, 2001
Author:Ater, Mignonne
P.I. Institution Name:Louisiana Technical College
Objective: To investigate the effects of distance learning education verses traditional education in the professional socialization of registered nurses pursuing RN to BSN or MSN degrees. Design: Ex post facto comparative descriptive study. Population, Sample, Setting, Years: The target population of this study was registered nurses who were currently pursuing or who had completed a(n) higher/advanced degree in which educational instruction was delivered by traditional methods and/or distance learning technology. A convenience sample of 108 registered nurses, enrolled at a College of Nursing located in the northwest region of a southern state, participated in the study. Data were collected from June 21, 1999 through August 13, 1999 and included students enrolled during the three year period August 1996 - August 1999. Concept or Variables Studied Together or Intervention and Outcome Variables: Variables investigated: 1) instructional delivery methodologies and 2) professional socialization. Methods: Using Dillman’s Total Design Method, registered nurses were asked to complete a demographic data sheet and Hall’s Professional Inventory Scale as modified by Snizek. Findings: Data analysis, using the t-test for independent samples, revealed that no significant difference in professional socialization of registered nurses who received instruction by traditional methods and those who received instruction by distance learning technology. Additional findings indicated that regardless of the instructional delivery methods, there were differences between undergraduate and graduate students on three (public service, calling, and autonomy) of Hall’s five Professional Inventory Subscales. Conclusions: Research has indicated that educational outcomes, including the professional socialization of registered nurses pursuing a higher or advanced degree, do not differ significantly when courses are offered using distance learning technology or by on campus, traditional instruction. Implications: The use of distance learning technology is an innovative and successful method of expanding nursing education and reducing many of the barriers experienced by registered nurses pursuing higher/advanced degrees. Therefore, nurse educators should encourage the use of nontraditional methods of instruction, including distance education.
Repository Posting Date:
26-Oct-2011
Date of Publication:
Jun-2001
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleEffects of Distance Learning Education in the Professional Socialization of Registered Nurses Pursuing RN to BSN or MSN Degreesen_GB
dc.identifier.urihttp://hdl.handle.net/10755/150962-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Effects of Distance Learning Education in the Professional Socialization of Registered Nurses Pursuing RN to BSN or MSN Degrees</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">2001</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">June, 2001</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Ater, Mignonne</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Louisiana Technical College</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">mater@sjackson.com</td></tr><tr><td colspan="2" class="item-abstract">Objective: To investigate the effects of distance learning education verses traditional education in the professional socialization of registered nurses pursuing RN to BSN or MSN degrees. Design: Ex post facto comparative descriptive study. Population, Sample, Setting, Years: The target population of this study was registered nurses who were currently pursuing or who had completed a(n) higher/advanced degree in which educational instruction was delivered by traditional methods and/or distance learning technology. A convenience sample of 108 registered nurses, enrolled at a College of Nursing located in the northwest region of a southern state, participated in the study. Data were collected from June 21, 1999 through August 13, 1999 and included students enrolled during the three year period August 1996 - August 1999. Concept or Variables Studied Together or Intervention and Outcome Variables: Variables investigated: 1) instructional delivery methodologies and 2) professional socialization. Methods: Using Dillman&rsquo;s Total Design Method, registered nurses were asked to complete a demographic data sheet and Hall&rsquo;s Professional Inventory Scale as modified by Snizek. Findings: Data analysis, using the t-test for independent samples, revealed that no significant difference in professional socialization of registered nurses who received instruction by traditional methods and those who received instruction by distance learning technology. Additional findings indicated that regardless of the instructional delivery methods, there were differences between undergraduate and graduate students on three (public service, calling, and autonomy) of Hall&rsquo;s five Professional Inventory Subscales. Conclusions: Research has indicated that educational outcomes, including the professional socialization of registered nurses pursuing a higher or advanced degree, do not differ significantly when courses are offered using distance learning technology or by on campus, traditional instruction. Implications: The use of distance learning technology is an innovative and successful method of expanding nursing education and reducing many of the barriers experienced by registered nurses pursuing higher/advanced degrees. Therefore, nurse educators should encourage the use of nontraditional methods of instruction, including distance education.</td></tr></table>en_GB
dc.date.available2011-10-26T10:47:51Z-
dc.date.issued2001-06en_GB
dc.date.accessioned2011-10-26T10:47:51Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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