Differences in selected aspects of professionalism between registered nurse students entering and those exiting baccalaureate degree programs in nursing

Abstract

This study dealt with differences in selected aspects of professionalism, autonomy and problem solving ability, among registered nurse students enrolled in baccalaureate degree nursing programs in Texas. A total of 246 students, 110 of whom were entering and 136 of whom were exiting students from ten programs participated in the study. Autonomy was measured by Shostrom's Personal Orientation Inventory (POI). Problem solving ability was measured by the Watson-Glaser Critical Thinking Appraisal (CTA). Exiting students scored higher than entering students on all of the POI scales and significantly higher on the scales, Inner Directed and Nature of Man. Exiting students scored higher than entering students on four of the five CTA subtests and significantly higher on the subtest, Evaluation of Arguments. A four-way analysis of variance was used to determine if age, ethnicity, length of practice, or placement in the program (entering or exiting), singly or in any combination affected scores. A three-way interaction of age, length of practice and placement in the program was significant at the .05 level on the POI scores. Ethnicity as a main effect was significant at the .01 level and a four-way interaction of all the variables was significant at the .05 level in scores on the Watson-Glaser.