A difference of degree, educational restructuring and the perspectives of faculty from Newfoundland schools of nursing

• Main Author: Thompson, Marilyn L.
• Format: Thesis
• Language: English
• Published: 2000
• Subjects: Newfoundland
• Online Access: http://hdl.handle.net/1807/14928; http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0025/NQ50021.pdf

grantor: University of Toronto This study stemmed from a belief in the value of addressing the needs of employees experiencing complex organizational change and a curiosity about how those employees evaluate the effect of major change on them personally. It explored anticipation of a new work environment from the perspective of those most intimately affected--the employees. The concerns of the nursing faculty within one university and four diploma schools of nursing in Newfoundland were explored as they anticipated the introduction of a common curriculum of basic nursing education, resulting from the Canadian Nurses Association's goal of 'entry-to-practice' by the year 2000, and a planned consolidation of three diploma schools of nursing. An exploratory research design, using standardized and researcher-designed questionnaires, was used to survey faculty perceptions ten months prior to the introduction of a collaborative bachelor of nursing program and two years before the closure of three diploma schools of nursing. All nursing faculty in permanent positions within the five Newfoundland schools of nursing were invited to participate. Data were analyzed using descriptive statistics, multiple regression, and analysis of variance. Using sociotechnical systems theory as a framework, several work climate dimensions and personal/professional, curricular, administrative, and cultural issues were explored to determine the salient concerns for this participant group. The findings suggest that, for these participants, the proposed changes to basic nursing education in Newfoundland represented more than a difference of degree requirement. Several trends emerged from the results when the responses were examined for possible influences of demographics. It was quite evident from the results that participants were more concerned about the personal and interpersonal aspects of the change process than with curriculum-related factors. The participants agreed with the rationale for the change from a philosophical viewpoint and were optimistic that the changes would benefit future nursing students. They were more cynical, however, about the potential outcomes of these changes for them personally and professionally. Ph.D.