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A study of student nurses' attitudes...

Madara, Bernadette Rose.

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A study of student nurses' attitudes towards power and gender-based leadership qualifications.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A study of student nurses' attitudes towards power and gender-based leadership qualifications./
Author:	Madara, Bernadette Rose.
Description:	127 p.
Notes:	Source: Dissertation Abstracts International, Volume: 56-11, Section: B, page: 6036.
Contained By:	Dissertation Abstracts International56-11B.
Subject:	Education, Higher. -
Online resource:	http://140.128.148.244/ctccon1/9606664.pdf

A study of student nurses' attitudes towards power and gender-based leadership qualifications.
Madara, Bernadette Rose.

A study of student nurses' attitudes towards power and gender-based leadership qualifications. - 127 p.

Source: Dissertation Abstracts International, Volume: 56-11, Section: B, page: 6036.

Thesis (Ed.D.)--Teachers College, Columbia University, 1995.

This intact-group comparison study compared the gender differences and similarities of 116 undergraduate nursing students, 103 females and 13 males, concerning their career goals, perceived ability to effect change in the health care system and perceived gender-based leadership potential. The data collection instruments included a demographic sheet developed by the investigator, Influence Scale adapted from Gilbert, and an Attitude Scale adapted from Fottler. No significant gender difference in the perceived power to effect change in the health care system was found, however the percent of male students who indicated that luck plays a role in job promotion and that it is permissible to influence another's way of thinking was greater than the percent of female students who expressed those opinions. A significant difference was found between the genders concerning appropriate monetary compensation, assumption of the leadership role in an emergency and the likelihood of promotion. The male students expressed a neutral opinion or disagreed when asked if the male nurse should receive a higher salary than the female nurse, while almost all of the female students disagreed that the male nurse should receive a higher salary. No male students agreed that a female nurse should assume leadership in an emergency, while approximately one in three female students agreed that a female nurse should assume that position. The female students were more likely than the male students to feel that a male nurse would be promoted more quickly that a female nurse. Approximately half of the female students and half of the male students listed gender-neutral characteristics to describe female and male nurses. When gender-specific characteristics were listed they followed gender stereotypes. The majority of students expressed the opinion that the female nurse is best suited for bed side care and the male nurse is best suited for highly technological aspects of patient care. This opinion was mirrored in their career choice with the vast majority of males expressing a desire to work in a specialty area, while few female students expressed that career choice. Implications for future nursing research and nursing education were discussed.Subjects--Topical Terms:

543175
Education, Higher.

A study of student nurses' attitudes towards power and gender-based leadership qualifications.
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035 $a (UMI)AAI9606664
035 $a AAI9606664
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100 1 $a Madara, Bernadette Rose. $3 1263817
245 1 2 $a A study of student nurses' attitudes towards power and gender-based leadership qualifications.
300 $a 127 p.
500 $a Source: Dissertation Abstracts International, Volume: 56-11, Section: B, page: 6036.
500 $a Sponsor: L. Lee Knefelkamp.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 1995.
520 $a This intact-group comparison study compared the gender differences and similarities of 116 undergraduate nursing students, 103 females and 13 males, concerning their career goals, perceived ability to effect change in the health care system and perceived gender-based leadership potential. The data collection instruments included a demographic sheet developed by the investigator, Influence Scale adapted from Gilbert, and an Attitude Scale adapted from Fottler. No significant gender difference in the perceived power to effect change in the health care system was found, however the percent of male students who indicated that luck plays a role in job promotion and that it is permissible to influence another's way of thinking was greater than the percent of female students who expressed those opinions. A significant difference was found between the genders concerning appropriate monetary compensation, assumption of the leadership role in an emergency and the likelihood of promotion. The male students expressed a neutral opinion or disagreed when asked if the male nurse should receive a higher salary than the female nurse, while almost all of the female students disagreed that the male nurse should receive a higher salary. No male students agreed that a female nurse should assume leadership in an emergency, while approximately one in three female students agreed that a female nurse should assume that position. The female students were more likely than the male students to feel that a male nurse would be promoted more quickly that a female nurse. Approximately half of the female students and half of the male students listed gender-neutral characteristics to describe female and male nurses. When gender-specific characteristics were listed they followed gender stereotypes. The majority of students expressed the opinion that the female nurse is best suited for bed side care and the male nurse is best suited for highly technological aspects of patient care. This opinion was mirrored in their career choice with the vast majority of males expressing a desire to work in a specialty area, while few female students expressed that career choice. Implications for future nursing research and nursing education were discussed.
590 $a School code: 0055.
650 4 $a Education, Higher. $3 543175
650 4 $a Health Sciences, Education. $3 1017921
650 4 $a Health Sciences, Nursing. $3 1017798
650 4 $a Psychology, Industrial. $3 520063
650 4 $a Sociology, Industrial and Labor Relations. $3 1017858
650 4 $a Women's Studies. $3 1017481
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710 2 $a Teachers College, Columbia University. $3 1018028
773 0 $t Dissertation Abstracts International $g 56-11B.
790 $a 0055
790 1 0 $a Knefelkamp, L. Lee, $e advisor
791 $a Ed.D.
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856 4 0 $u http://140.128.148.244/ctccon1/9606664.pdf