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An investigation of professional nur...

Thompson, Brent Wesley.

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An investigation of professional nurse autonomy and learner autonomy among female registered nurses enrolled in distance education and traditional baccalaureate programs.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An investigation of professional nurse autonomy and learner autonomy among female registered nurses enrolled in distance education and traditional baccalaureate programs./
作者:	Thompson, Brent Wesley.
面頁冊數:	127 p.
附註:	Adviser: Lois R. Allen.
Contained By:	Dissertation Abstracts International59-12B.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9914693
ISBN:	0599133309

An investigation of professional nurse autonomy and learner autonomy among female registered nurses enrolled in distance education and traditional baccalaureate programs.
Thompson, Brent Wesley.

An investigation of professional nurse autonomy and learner autonomy among female registered nurses enrolled in distance education and traditional baccalaureate programs. - 127 p.

Adviser: Lois R. Allen.

Thesis (D.N.Sc.)--Widener University School of Nursing, 1998.

Professional Nurse Autonomy and Learner Autonomy among nurses returning to college to earn a baccalaureate degree (or BSN for the RN) in traditional and distance education programs were investigated. Nurse educators have an interest in students' autonomy development, but the relationships among these autonomy concepts have not been previously explored. Professional nurse autonomy was conceptualized using Boughn's (1995) model that begins with regard for self, and is ultimately manifested by engagement in activism and advocacy for oneself, clients, and others, especially women. Learner autonomy was conceptualized using Baynton's (1989) model where learner autonomy is composed of students' perceptions of competence, independence, and teacher support. Baynton's model derived from Moore's (1972, 1993) theory of Transactional Distance.

ISBN: 0599133309Subjects--Topical Terms:

543175
Education, Higher.

An investigation of professional nurse autonomy and learner autonomy among female registered nurses enrolled in distance education and traditional baccalaureate programs.
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245 1 0 $a An investigation of professional nurse autonomy and learner autonomy among female registered nurses enrolled in distance education and traditional baccalaureate programs.
300 $a 127 p.
500 $a Adviser: Lois R. Allen.
500 $a Source: Dissertation Abstracts International, Volume: 59-12, Section: B, page: 6266.
502 $a Thesis (D.N.Sc.)--Widener University School of Nursing, 1998.
520 $a Professional Nurse Autonomy and Learner Autonomy among nurses returning to college to earn a baccalaureate degree (or BSN for the RN) in traditional and distance education programs were investigated. Nurse educators have an interest in students' autonomy development, but the relationships among these autonomy concepts have not been previously explored. Professional nurse autonomy was conceptualized using Boughn's (1995) model that begins with regard for self, and is ultimately manifested by engagement in activism and advocacy for oneself, clients, and others, especially women. Learner autonomy was conceptualized using Baynton's (1989) model where learner autonomy is composed of students' perceptions of competence, independence, and teacher support. Baynton's model derived from Moore's (1972, 1993) theory of Transactional Distance.
520 $a This descriptive, nonexperimental study used a comparative-correlational design. Booklets were mailed to 242 students containing an investigator-designed demographic questionnaire, Boughn's (1995) Autonomy, the Caring Perspective questionnaire, and Baynton's (1989) questionnaire on Learner Control. The booklets were returned by 33 distance education and 55 traditional education students.
520 $a Descriptive statistics and Pearson correlations were calculated for the 88 participants. The distance and traditional education students had no significant differences on the autonomy measures. This similarity of autonomy scores was most likely due to the high degree of structure in both the traditional and distance education programs studied. Moderately strong, positive, relationships were found within each autonomy variable. Significant, but weakly positive, correlations were found between student competence and the professional nurse autonomy subscales of regard for others (r =.28) and advocacy/activism for self (r =.25). These findings partially support each of the autonomy models and suggest a connection between students' feelings of competence and the demonstration of professional nurse autonomy. Implications of this study include a call for nurse educator awareness of the role student competence may have in perceptions of professional nurse autonomy, efforts should be made to increase BSN-for-RN students' perceptions of learner competence, and that BSN-for-RN students' perceptions of learner and professional autonomy should be measured at intervals during their education. Qualitative research into the nature of these autonomy concepts, and the refinement of the autonomy questionnaires are also recommended.
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