The impact of community colleges on the professional socialization and transfer intentions of associate degree nursing students.

The educational preparation for nursing may be viewed on an occupation-profession continuum. Students who look at the Associate's Degree in Nursing (ADN) as terminal intend and are prepared to practice nursing as an occupation. In contrast, students who see the ADN as a first step toward the BSN or higher degree aspire to practice nursing as a profession. To determine how community colleges affect the professional nursing socialization and transfer intentions of ADN students, a study was undertaken that integrates theories of professional socialization in nursing with the literature on college impact and academic transfer. A causal model was developed to test the direct and indirect effects of institutional factors (NLN accreditation, size, and location), student characteristics, faculty support, academic and affective integration on students' professional identification and transfer intentions. The model was tested with LISREL VII. Professional identification, the outcome of professional socialization, was measured with the Jacobsen and Sabritt Professional Values Scale. The scale's dimensions are (1) belief in knowledge, (2) professional affiliation/commitment, (3) autonomy, and (4) a holistic perspective of client care. The sample included 945 (88% response rate) graduating students in 16 community-college ADN programs. Results indicated significant differences in the strength of professional identification between students who intended to transfer for a higher degree and those who did not. Evidence from this study supports the influence of the community college, primarily through faculty, on the professional socialization process. However, it is suggested that the professional dimensions; autonomy and a holistic view, receive less attention at this level. The need to resocialize ADN transfer students at the BSN level is challenged by the findings of this study. The high percentage (58%) of ADN students who recalled transfer intentions at the time of program entry provides a mandate for efforts to achieve a more effective and efficient articulation model. Collaborative efforts between ADN and BSN faculty to develop individual transfer plans for these ADN students early in their program are strongly encouraged. Adopting a standard definition and measure of professional identification for both community and four-year college nursing student populations would support more effective articulation between the two levels.Ph.D.EducationHealth and Environmental SciencesHigher educationNursingUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/129325/2/9423349.pd