ROLE CONCEPTION AND THE CONTINUING LEARNING ACTIVITIES OF NEOPHYTE COLLEGIATE NURSES

Abstract

To determine if a relationship exists between the role conception held by a nurse at the end of her first year of graduate practice and her participation in continuing learning activities, data were collected by means of a personal data questionnaire and three instruments which measure the bureaucratic, professional, and service components of role conception, job-time educational participation, and leisure-time educational participation. Multivariate analysis of variance was used to study the relationship between role conception and extent of and nature of educational participation. Nature of educational participation was determined by factor analysis. The service component of a nurse's role conception was found to be the primary influence on her participation in continuing learning activities.