Prestige of Nursing in Four Research Universities (Faculty, Perceptions, Midwest).

Abstract

This is a study of the status and prestige of nursing education in four midwest research universities with accredited graduate nursing programs. The four nursing programs were highly respected in nursing education. A r and omly selected sample of 150 liberal arts faculty members in each university was surveyed to obtain their perceptions of nursing and of their university's nursing program. The four nursing programs differed in objective characteristics associated with prestige in academic programs. Respondents' perceptions of the prestige of their university's nursing program were measured with an index (Regard Index) of nine items from the faculty questionnaire. One-way analysis of variance was employed in analysis. The major finding was that objective differences identified in program characteristics were not reflected in respondents' perceptions of the program; these perceptions were a function of personal characteristics and beliefs. Nursing's place in a university and a nursing PhD were accepted by a large majority of respondents. Higher regard for nursing programs was associated with: greater acceptance of professional education, valuing practical knowledge and faculty activities other than research, less tendency to stereotype women faculty in traditional women's fields, and greater acceptance of nursing as a profession. Perceptions of program visibility were positively associated with regard for the program. Respondents' institutional affiliation, contact with those in nursing programs, gender, and age were not associated with significant variations in their perceptions of their university's nursing program. Most respondents were unaware of nursing program characteristics associated with faculty and research funding. Only half the respondents were accurate about the existence of a nursing doctoral program, although most knew about baccalaureate and masters programs. Study results suggest that nursing education leaders should reevaluate efforts to imitate prestigious academic disciplines. After meeting university st and ards, activities to enhance the institutional image of nursing seem wasted. Nursing and society may be best served when program resources focus on the areas of nursing practice, and social and political goals.