Correlates of changes in perception of intellectual authority among baccalaureate nursing students

2.50
Hdl Handle:
http://hdl.handle.net/10755/154687
Type:
Presentation
Title:
Correlates of changes in perception of intellectual authority among baccalaureate nursing students
Abstract:
Correlates of changes in perception of intellectual authority among baccalaureate nursing students
Conference Sponsor:Sigma Theta Tau International
Conference Year:1992
Conference Date:August 6 - 8, 1992
Author:Santavenere, Olive, PhD
P.I. Institution Name:Southern Connecticut State University
Title:Assistant Professor
Objective: To study the intellectual development in baccalaureate nursing students in the three years of the nursing major, and to determine the relationship of this growth to selected student correlates.



Design: This was a quantitative descriptive study that examined the intellectual growth of baccalaureate nursing students over the span of an academic year. Age, grade point average and living arrangement (campus or home) were the correlates that were studied in terms of intellectual development. The conceptual framework for the study was Perry's Scheme of Intellectual and Ethical Development.



Research Hypotheses:



1. There are no significant differences between pre-post Learning Context Questionnaire scores for sophomore, junior or senior nursing students.

2. There are no significant relationships between gain scores on the Learning Context Questionnaire of sophomores, juniors and seniors on the following variables: age, grade point average and living arrangement.

3. There is no significant difference between pre-test scores of sophomore and post-test scores of seniors on the Learning Context Questionnaire.

4. There are no significant differences among the gain scores of the classes.



Population, Sample, Setting, Years: The population that was studied was nursing students in baccalaureate programs. The sample selected for the study included sophomore, junior and senior nursing students in a nursing program in a public university. The convenience sample for the study included 113 nursing students, which included 45 sophomores, 41 junior students and 27 senior students. The gender of the sample was primarily female with one male in each of the classes. The age range for the sample extended from 19 through 44. The setting for the study was a university campus and the data was collected with students in the classroom. A questionnaire was administered as a pre-test at the beginning of the academic year, and the same questionnaire was administered as a post-test at the end of the academic year.



Variables in the Study: Intellectual development was studied within each level of the nursing major over the period of a year. Age, grade point average and living arrangement (campus or home) were studied in terms of the relationship of each to the level of intellectual development. The results of the Learning Context Questionnaire indicated the magnitudes of growth that occurred. The relationship of the correlates was analyzed for significance.



Methodology: The researcher administered the Learning Context Questionnaire to each of the three groups of students in the respective classrooms. This was initiated in September of the academic year and again in May. An attributes questionnaire was developed to obtain relevant demographic data on each participant, which included information about age, grade point average and individual living arrangement. An explanation of the study was provided to each class and informed consent was obtained prior to the administration of the test. Gain scores were computed and compared for individual students in each of the classes.



Findings: The principal statistical exercises included analysis of covariance and hierarchical stepwise multiple regression analysis. All classes made progress toward a higher level of intellectual development, but the gain indicated each class remained in Perry's second stage of Multiplicity. Living arrangement (campus versus home) comprised the single variable significantly related to changes in perceptions of intellectual authority among the junior students.



Clinical Implications: Professional nurses in today's clinical practice settings must make many more critical decisions involving crucial health care issues on a daily basis. In order to function at this high level, it is essential for nurses to have a broad base of knowledge as well as the ability to analyze situations that require higher levels of intellectual development. Nursing faculty must plan curricula which provides for learning opportunities that promote the development of nurses to these higher levels of intellectual development.
Repository Posting Date:
26-Oct-2011
Date of Publication:
6-Aug-1992
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleCorrelates of changes in perception of intellectual authority among baccalaureate nursing studentsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/154687-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Correlates of changes in perception of intellectual authority among baccalaureate nursing students</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">1992</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">August 6 - 8, 1992</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Santavenere, Olive, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Southern Connecticut State University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">osantavenere@snet.net</td></tr><tr><td colspan="2" class="item-abstract">Objective: To study the intellectual development in baccalaureate nursing students in the three years of the nursing major, and to determine the relationship of this growth to selected student correlates.<br/><br/><br/><br/>Design: This was a quantitative descriptive study that examined the intellectual growth of baccalaureate nursing students over the span of an academic year. Age, grade point average and living arrangement (campus or home) were the correlates that were studied in terms of intellectual development. The conceptual framework for the study was Perry's Scheme of Intellectual and Ethical Development.<br/><br/><br/><br/>Research Hypotheses:<br/><br/><br/><br/>1. There are no significant differences between pre-post Learning Context Questionnaire scores for sophomore, junior or senior nursing students.<br/><br/>2. There are no significant relationships between gain scores on the Learning Context Questionnaire of sophomores, juniors and seniors on the following variables: age, grade point average and living arrangement.<br/><br/>3. There is no significant difference between pre-test scores of sophomore and post-test scores of seniors on the Learning Context Questionnaire.<br/><br/>4. There are no significant differences among the gain scores of the classes.<br/><br/><br/><br/>Population, Sample, Setting, Years: The population that was studied was nursing students in baccalaureate programs. The sample selected for the study included sophomore, junior and senior nursing students in a nursing program in a public university. The convenience sample for the study included 113 nursing students, which included 45 sophomores, 41 junior students and 27 senior students. The gender of the sample was primarily female with one male in each of the classes. The age range for the sample extended from 19 through 44. The setting for the study was a university campus and the data was collected with students in the classroom. A questionnaire was administered as a pre-test at the beginning of the academic year, and the same questionnaire was administered as a post-test at the end of the academic year.<br/><br/><br/><br/>Variables in the Study: Intellectual development was studied within each level of the nursing major over the period of a year. Age, grade point average and living arrangement (campus or home) were studied in terms of the relationship of each to the level of intellectual development. The results of the Learning Context Questionnaire indicated the magnitudes of growth that occurred. The relationship of the correlates was analyzed for significance.<br/><br/><br/><br/>Methodology: The researcher administered the Learning Context Questionnaire to each of the three groups of students in the respective classrooms. This was initiated in September of the academic year and again in May. An attributes questionnaire was developed to obtain relevant demographic data on each participant, which included information about age, grade point average and individual living arrangement. An explanation of the study was provided to each class and informed consent was obtained prior to the administration of the test. Gain scores were computed and compared for individual students in each of the classes.<br/><br/><br/><br/>Findings: The principal statistical exercises included analysis of covariance and hierarchical stepwise multiple regression analysis. All classes made progress toward a higher level of intellectual development, but the gain indicated each class remained in Perry's second stage of Multiplicity. Living arrangement (campus versus home) comprised the single variable significantly related to changes in perceptions of intellectual authority among the junior students.<br/><br/><br/><br/>Clinical Implications: Professional nurses in today's clinical practice settings must make many more critical decisions involving crucial health care issues on a daily basis. In order to function at this high level, it is essential for nurses to have a broad base of knowledge as well as the ability to analyze situations that require higher levels of intellectual development. Nursing faculty must plan curricula which provides for learning opportunities that promote the development of nurses to these higher levels of intellectual development.</td></tr></table>en_GB
dc.date.available2011-10-26T13:11:51Z-
dc.date.issued1992-08-06en_GB
dc.date.accessioned2011-10-26T13:11:51Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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