Factors Influencing the Creation of a Supportive Climate in Selected Rn-Bsn Programs.

Abstract

This investigation examined the perceptions of support for and satisfaction by students and faculty in RN-BSN programs, and was concerned with identifying characteristics and conditions which related to these perceptions. The study design was an exploratory investigation that examined student, faculty and institutional characteristics which related to perceptions of support and satisfaction. In addition, perceptions of support and satisfaction were also compared and contrasted by respondent group, program and institution. A sample of six schools of nursing, three public and three private, was chosen. Data was collected by means of two questionnaires, one for faculty and one for students, and an interview with the director of each program. A total of 668 questionnaires was distributed--182 to faculty and 486 to students. Of these, 390 or 58 percent were returned. Survey data was reduced by means of cluster analysis and were examined using Cronbach's Alpha coefficient. A number of indices of supportiveness and satisfaction were identified for both groups. ANOVA was used to analyze the data in relation to the research questions. Differences among and between students and faculty on the basis of group membership, institutional type and institution were found. Higher means for supportiveness and satisfaction were demonstrated for faculty than for students and by faculty and students in private institutions, however, insitutional membership was most strongly related. A number of personal characteristics of the student and faculty groups were also found to be significantly related to perceptions of support and satisfaction. For students, the significant factors affecting perceptions of supportiveness were employment, higher degree plans, an increase in self-esteem, desire for self-satisfaction/self-growth, age, and no dependent children. Factors related to student satisfaction were hours transferred, years since basic education, employment, a firm career goal, higher degree plans, an area of specialization, an increase in self-esteem, desire for more employment options, concern that BSN would be required, the desire for self-satisfaction/self-growth, GPA, age and dependent children. For faculty, the significant factors affecting perceptions of supportiveness were years on any faculty and years at this institution. Related to faculty satisfaction were years at this institution and part-time employment.