The Difference in Affective Emphasis Between "professional and Technical" Nursing Education Programs
Author : Lois Kemmet Andrews
Publisher :
ISBN 13 :
Total Pages : 196 pages
Book Rating : 4.:/5 (494 download)
Book Synopsis The Difference in Affective Emphasis Between "professional and Technical" Nursing Education Programs by : Lois Kemmet Andrews
Download or read book The Difference in Affective Emphasis Between "professional and Technical" Nursing Education Programs written by Lois Kemmet Andrews and published by . This book was released on 1988 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the emphasis placed on affective development in professional (baccalaureate degree) versus technical (associate degree) nursing programs. It was expected that the professional program would place more emphasis on affective development when compared with the technical program. This study analyzed the source of professionals, the educational institutions which prepare them, by comparing the differences in philosophy, behavioral objectives, and clinical evaluations used in each program. The sample consisted of the percentage of recording units enumerated in each domain (cognitive, affective and psychomotor) for the philosophy, terminal objectives and senior clinical evaluations from each program. The differences in these percentages were then compared for statistical significance using a two-tailed t-test. The hypothesis was supported by a significantly higher percentage (p>.05) of affective statements found in the baccalaureate program terminal objectives when compared with the associate program terminal objectives. The findings in this study suggest that clinical areas of practice requiring a higher level of affective development be staffed by professional or baccalaureate-prepared nurses. To compare the level of affective development expected of each graduate and the actual development achieved as well as to increase the applicability of the study's findings, this study should be expanded and use a content analysis on the program terminal objectives of several institutions and be compared with simultaneous student self evaluations completed when entering the program, upon graduation, and one year following graduation.