Selection of nurse’s role behaviors and identification of determinant factors in development of such roles

The purpose of this exploratory study was to determine the role behavior and the determinant factors influencing the achievement of such role behaviors by the B.S.N, graduates, May 1976, in the basic program of the University of British Columbia School of Nursing. Questions asked were: 1. What kind of role behaviors do University of British Columbia graduates have at the time of graduation, May 1976, and after three months employment in the hospital? 2. What are the determinant factors that influenced achievement of role behaviors of these B.S.N, graduates of the University of British Columbia School of Nursing? Marlene Kramer's Integrative Role Behavior scale and open-ended questionnaire were used to derive the information pertinent to the research problem. Kramer's Integrative Role Behavior scale was administered twice, once at graduation time, and the other three months after employment in the hospital. The open-ended questionnaire was administered after employment only. The study sample were 17 B.S.N.'s who were working in the hospitals throughout British Columbia and answered both sets of questionnaires at the two designated times. Analysis of the data included descriptive analysis, frequency tables, and the use of the T. test. The findings of the study showed that the University of British Columbia B.S.N.'s selected professional role behavior significantly higher at graduation time than upon employment. Besides, role behaviors appeared to be immediately responsive to exposure to the work system. The changes of role behavior upon employment were a higher selection of bureaucratic and integrative role behavior and lower selection of professional role behavior. The changes in selection of bureaucratic and integrative role behaviors were not statistically significant, but the trend of change was as literature suggested. The determinant factors in development of role behavior were mostly the result of ideal nursing education and actual work as a nurse following employment. In the educational setting instructors were instrumental in shaping the ideas of the nurse's role among B.S.N.'s. The study showed that these B.S.N.'s valued their education positively and their work settings (hospitals) negatively. The study suggests more extensive research on the problem. In the meantime, the three groups involved - i.e. nurse educators, nursing service administrators and B.S.N.'s involved - should share their frustrations and suggestions for better client care.Applied Science, Faculty ofNursing, School ofGraduat