Journal of Advanced Nursing, 1979, 4, 193-203
Professionalism in nursing master's graduates Bernadette P. Hungler
Rosemary Krawczyk
B.S.N. M.S. M.A.
B.S. M.S.
Associate Professor of Nursing
Associate Professor of Nursing
Amy Joyce
Denise Polit
R.N. B.S. M.S.
Ph.D.
Associate Professor of Nursing
Instructor of Nursing
Boston College, Chestnut Hill, Massachusetts 02167, USA Accepted for publication 12 September 1978
HUNGLER B.P., JOYCE A., KRAWCZYK R . & POLIT D . (igjg) Journal of Advanced Nursing 4,
193-203
Professionalbtn in nursing master's graduates The past 10 years have seen a shift in the master's level preparation of nurses. The majority of nurses currently seeking advanced preparation choose clinical specialization as the functional area rather than teaching. Such a shift in focus reflects the ever increasing specialization of services associated with an ever-growing complex society. Although the shift in focus of preparation and the concomitant change in curriculum design have been documented, few scientific investigations have been conducted on the graduates from master's programmes. Of those studies that have been conducted, the majority have focused on the differential personal characteristics of graduate nursing students in different types of programmes. The purpose of the present study was to investigate the relationship between a nurse's area of functional preparation in a master's degree programme and the individual's level of professionalism. The independent variable of the study was functional area of preparation in a master's programme. The dependent variables became enrolment in a formal programme of study, subscription to professional journals, attendance at non-formal educational programmes, number of authored publications, membership in professional organizations and employment in prepared area, as these seemed to reflect the criteria of professionalism expUcated by Flexner (1915)The data for the study were gleaned from questionnaires sent to the 637 individuals who had graduated from the programme. Of the 395 questionnaires that were returned, only 272 were usable. This number represented 43% of the graduate population. The chi-square test was used to analyse the data. Each of the chi-square values for association between professionalism and graduate specialty was found to be significant. Postgraduates prepared as teachers met Flexner's criteria more often than did postgraduates prepared as clinical specialists. 0309-2402/79/0300-0193 $02.00
© 1979 Blackwell Scientific Publications 193
194
•
B. P. Hungler, A.Joyce, R. Krawczyk and D. Polit
What might account for the difference in level of professionalism between the two groups? We chose to discuss the findings in terms of curriculum content for two reasons. First, because nothing existed in the data to suggest that another alternative is more plausible; and, second because of the obtained differences, the content and structuring of a curriculum are amenable to educational action, while others are not.
CURRICULUM CHANGES The nature and design of curriculunis in graduate nursing programmes have changed markedly in the last io years. Heidgerken (1970) reported that the majority of nurses sought preparation at the master's level in the functional area of teaching; the National League for Nursing (NLN) (1976) recently reported that the majority of nurses now seek master's preparation in the functional area of clinical specialization. Such a shift reflects the trend for specialization of services usually associated with an ever-growing and increasingly complex society. The corresponding complexity of our health care delivery system, with the new types of health services offered to people, the development of a greater variety of new health workers, the achievements in the area of technology leading to intricate technical equipment, the specialization within medicine, and research findings in the behavioural and biological sciences have necessitated an increasingly diversified set of activities performed by nurses. Although the shift in focus of preparation and concomitant change in curriculum design have been documented, few scientific investigations have been conducted concerning nursing students at the master's level. Of those studies which have been conducted, the majority have focused on the differential personal characteristics of graduate nursing students in different types of programmes. In other words, researchers have analysed differences in such 'inputs' to various graduate programmes as personality traits, work values and academic ability. Attempts at examining outcome differences among graduates of master's programmes have been conspicuously lacking. The purpose of the present study was to investigate differential levels of professionalism among graduates of a master's level programme. RELATED RESEARCH Heidgerken (1970) conducted a study concerning the differences in motivational factors influencing students to choose a master's preparation in either teaching or clinical specialization. Comparisons in personality characteristics, trait characteristics, self and ideal self concepts and work values were made. Significant differences between students in the two groups for personality characteristics occurred for order and endurance as measured by the Edwards Personal Preference Schedule; teachers demonstrated a higher need for order and endurance than did clinical specialists. Each subject in the study responded to a modified version of the Bells Index of Adjustment and Values Scale according to how she perceived herself, her ideal
Professionalism in nursing master's graduates self, practising teachers and practising clinical specialists. For both groups, self was rated lowest and ideal self was rated highest. The clinical specialist group rated practising teachers comparable to self; while the teaching group rated practising teachers comparable to ideal self. The clinical specialist group rated practising clinical specialists higher than self but not as favourably as ideal self, while the teaching group rated practising clinical specialists higher than self but not as favourably as ideal self or practising teacher. The Nurse Career Preference Schedule, a list of 50 items, was used to determine what work characteristics were most valued by graduate teaching majors and graduate clinical specialist majors. The teaching majors valued most such work characteristics as 'motivates students to learn' and 'improve patient care through the preparation of nurses' while the clinical specialist majors valued most the work characteristics of 'increase specific subject knowledge' and 'opportunity for study and advancement'. Of interest is the fact that neither group valued research, writing and publishing very highly. 'All three are considered important activities for professional nurses with advanced educational preparation, and have been strongly emphasized in the nursing literature for the past 10 years.' (Heidgerken 1970).
Differential characteristics of nursing graduates Several researchers have investigated the differential characteristics of graduate nursing students (Miller 1965, Moses 1966, Chater 1967, Graham 1967). For example, Chater compared the personality characteristics of master's students enrolled in the clinical area of psychiatric, maternal and child health, medicalsurgical and community health nursing. She found that students in the psychiatric and community health areas attained a higher level of personality development, characterized by independence and autonomy, than did medical-surgical and maternal and child health students. These findings are consistent with other research which has found that significant differences exist in the personality characteristics of master's nursing students. In addition to studying personality differences, Moses also investigated the relationship between academic aptitude and type of prior nursing educational preparation. She found no significant differences existed between these two variables. The above studies focused on the differential qualities of graduate students such as personality, work values and academic aptitude of graduate students. The underlying aim was to help faculty in the selective recruitment of students into master's programmes and in the shaping of educational programmes according to type of functional area of preparation based on past educational experience. The findings from such studies expand the insight of faculty looking to select those master's degree candidates and plan those educational experiences that hold the most promise for potentiating the professionalism, that is so crucial an element of nursing practice.
195
196
B. P. Hungler, A. Joyce, R. Krawczyk and D. Polit
The need for professionalism in nursing is evident when one considers that the move from vocation to profession, according to Blumer (1966), 'represents an indigenous effort to introduce order into areas of vocational life which are prey to the free-playing and disorganized tendencies of a vast, mobile, and differentiated society, undergoing continuous change'. Studies associated with the professionalism question conducted at the baccalaureate level of education have revealed some incongruency. Several studies (Davis & Olesen i964,Siegel 1968) indicated that professional attitudes of nursing students increased with length of stay in a baccalaureate programme. Yet, another study (Kramer 1969) found a decrease in professional attitude during the first few years of graduate nurse experience. Studies associated with the professionalism question conducted at the post master's level of education are indeed scarce. Such studies are needed to discover educational and professional goals not actualized in practice. This aids faculty in determining appropriate curriculum revisions, and ultimately, in meeting more nearly the future needs of the profession. The present study was an attempt to add to the dearth of empirical data concerning graduates of a master's programme in nursing. Specifically, this study investigated the relationship between a nurse's area of functional preparation in a master's degree programme and the individual's level of professionalism. PROFESSIONALISM How does one evaluate or measure professionalism? Many definitions and criteria exist for professionalism. The criteria chosen for this study were those explicated by Flexner (1915), a noted American educator, because they are implicitly incorporated into the goals of the programme under investigation. He noted: 1 It (professionalism) involves essentially intellectual operations accompanied by large individual responsibility. 2 It is learned in nature, and its members are constantly resorting to the laboratory and seminar for a fresh supply of facts. 3 It is not entirely academic and theoretical, however, but is definitely practical in its a ms. 4 It possesses a technique capable of communication through an orderly and highly specialized educational discipline. 5 It is a 'brotherhood' of individuals whose activities, duties and responsibilities tend to completely engage them. It is self organized. 6 It is concerned with the public interest; its motives are altruistic. 7 It has definite status—social and professional. Criteria 1-5 pertain to the individual and are measurable. Since criteria 6 and 7 seem to pertain not to the individual but, rather, to the corporate organization, they were not measured in this study. In place of criteria 6 and 7, we decided to examine whether post-master's graduates were employed in the area for which they were functionally prepared.
Professionalism in nursing master's graduates
197
Spalding and Notter (1965) have said that graduate education should prepare the student for a speciahzed professional role: be it teacher, administrator, consultant or expert clinical practitioner. We felt that employment in the area of preparation would indicate optimal use of professional education. Data by which Flexner's (1915) first five criteria for professionalism could be measured were identified as follows: Criterion 1 concerns intellectuality and individual responsibility. We decided to measure it by enrolment in a formal programme of study. We felt that since graduate study is largely self-initiated, such enrolment would indicate a need to satiate intellectual curiosity and would reflect individual responsibility. Criterion 2 concerns professionals continually updating their knowledge. We measured it by subscriptions to professional journals. Since nursing occurs in a rapidly changing technological milieu, we felt that journal subscriptions would reflect the graduates' attempt to keep abreast of the continuous supply of new facts. We asked if the post-master's graduates subscribed to three specific journals, American Journal of Nursing, Nursing Outlook, and Nursing Research. The first two
were chosen because they are the oflicial organs of the professional nursing associations. We felt that Nursing Research should be included since scientific studies are the basis for advancement of nursing. Criterion j denotes the practical aspects of the profession. We measured it by attendance at continuing education courses, workshops, conferences and courses for non-credit. These short-term, non-formal educational programmes invariably address issues relating to the professional practice of nursing. Criterion 4 implies an effective channel for communication. We measured it by the number of authored publications each graduate had. Publications are one of the best vehicles for communication and provide an orderly and recognized way of communicating within a discipline. Criterion 5 refers to the 'brotherhood' felt by the members of the profession and to the ability to be self-organized. We measured it by membership in either the American Nurses' Association, the National League for Nursing, or both. These organizations present the goals and standards of their members to other organizations, disciplines and agencies. As such, they represent the self-organized profession of nursing. As stated previously, Flexner's (1915) Criteria 6 and 7 were replaced with post-master's employment in the individual's functional area of preparation. We measured this by most recent employment position. Employment in a prepared area presumably reflects optimal use of graduate education. Most recent position rather than first position was chosen to ensure at least i year to the graduate in seeking appropriate position. Any number of alternative variables could have been chosen to measure Flexner's criteria. We chose the above variables not only because of their face validity but, also, because they represent relatively concrete and objective measures for each criterion.
198
B. P. Hungler, A.Joyce, R. Krawczyk and D. Polit
Thus, the dependent variables of the study became enrolment in a formal programme of study, subscription to professional journals, attendance at nonformal educational programmes, number of authored publications, membership in professional organizations and employment in the prepared area. The independent variable was functional area of master's preparation. D E S C R I P T I O N OF SAMPLE The programme under study is designed to prepare students in one of four clinical areas. Two of the clinical areas offer functional preparation in teaching: all four clinical areas offer functional preparation in clinical specialization. The data for the study were gleaned from questionnaires sent during the summer of 1975 to 637 individuals who were graduates from the 17-year-old graduate nursing programme. The clinical specialist graduates numbered 210 and the teacher graduates numbered 427. Confidentiality of response was assured. No follow-up to the original mailing occurred. Of the 395 questionnaires which were returned, 123 were returned because the address was incorrect or the graduate was not known at the address to which the questionnaire had been sent. The remaining 272 questionnaires were usable and comprise an overall response rate of 43% for the graduate population. For the functional area of teaching, the response rate was 41%; for the functional area of clinical specialization, the response rate was 45%. The response rate limits the generalizability of the findings. Perusal of the returned questionnaires indicated that (i) both married and non-married graduates responded, (2) length of elapsed time since graduation varied and (3) type of positions held by graduates since graduation varied. A follow-up questionnaire or the searching for current addresses of those graduates for whom questionnaires were returned because of lack of current correct address might have increased the response rate.
Presentation of data Table i shows the relationship between each dependent variable and area of preparation, obtained by using the chi-square test. The table includes each dependent variable and its categories; the frequency of response for the category of the independent variable; the total number of respondents used for each relationship, and, the degrees of freedom, chi-square values and their significance levels. As can be noted, the number of respondents varies due to the fact that some subjects failed to supply data for different variables. In terms of post-master's education, the chi-square value obtained was significant beyond the o-ooi level. This significance value indicates that graduates prepared in the functional area of teaching tended to pursue post-master's education in an academic setting significantly more frequently than those prepared as clinical specialists. Conversely, graduates prepared for the role of clinical specialist
Professionalism in nursing master's graduates
199
were significantly more likely to attend non-formal types of post-master's programmes than those prepared for teaching. With respect to professional journal subscriptions, the chi-square value obtained was significant beyond the o-ooi level. A significantly larger percentage of teachers subscribed to one or more journals than in the case of the clinical specialists. TABLE I
Association of dependent variables and independent variable by chi square test
Dependent variable
Postmaster's Education
Professional Journal Subscriptions
Categories of dependent variables
Formal Non-formal None 0 I 2
Independent variable frequency Clinical specialists Teachers 15 50 23
72 74 28
39 38
44 65 48 14
3
12 I
Authored Publications
YES NO
9 84
37 135
Professional Organization Memberships
ANA only NLN only Both Neither
49 I 10
72
29
8 54 38
Prepared Area Non-Prepared Area
23
99
68
68
Employment in Prepared Area
N
Degrees of freedom
Significance Chi square of chi value square values
262
15-97
Professionalism in nursing master's graduates Bernadette P. Hungler
Rosemary Krawczyk
B.S.N. M.S. M.A.
B.S. M.S.
Associate Professor of Nursing
Associate Professor of Nursing
Amy Joyce
Denise Polit
R.N. B.S. M.S.
Ph.D.
Associate Professor of Nursing
Instructor of Nursing
Boston College, Chestnut Hill, Massachusetts 02167, USA Accepted for publication 12 September 1978
HUNGLER B.P., JOYCE A., KRAWCZYK R . & POLIT D . (igjg) Journal of Advanced Nursing 4,
193-203
Professionalbtn in nursing master's graduates The past 10 years have seen a shift in the master's level preparation of nurses. The majority of nurses currently seeking advanced preparation choose clinical specialization as the functional area rather than teaching. Such a shift in focus reflects the ever increasing specialization of services associated with an ever-growing complex society. Although the shift in focus of preparation and the concomitant change in curriculum design have been documented, few scientific investigations have been conducted on the graduates from master's programmes. Of those studies that have been conducted, the majority have focused on the differential personal characteristics of graduate nursing students in different types of programmes. The purpose of the present study was to investigate the relationship between a nurse's area of functional preparation in a master's degree programme and the individual's level of professionalism. The independent variable of the study was functional area of preparation in a master's programme. The dependent variables became enrolment in a formal programme of study, subscription to professional journals, attendance at non-formal educational programmes, number of authored publications, membership in professional organizations and employment in prepared area, as these seemed to reflect the criteria of professionalism expUcated by Flexner (1915)The data for the study were gleaned from questionnaires sent to the 637 individuals who had graduated from the programme. Of the 395 questionnaires that were returned, only 272 were usable. This number represented 43% of the graduate population. The chi-square test was used to analyse the data. Each of the chi-square values for association between professionalism and graduate specialty was found to be significant. Postgraduates prepared as teachers met Flexner's criteria more often than did postgraduates prepared as clinical specialists. 0309-2402/79/0300-0193 $02.00
© 1979 Blackwell Scientific Publications 193
194
•
B. P. Hungler, A.Joyce, R. Krawczyk and D. Polit
What might account for the difference in level of professionalism between the two groups? We chose to discuss the findings in terms of curriculum content for two reasons. First, because nothing existed in the data to suggest that another alternative is more plausible; and, second because of the obtained differences, the content and structuring of a curriculum are amenable to educational action, while others are not.
CURRICULUM CHANGES The nature and design of curriculunis in graduate nursing programmes have changed markedly in the last io years. Heidgerken (1970) reported that the majority of nurses sought preparation at the master's level in the functional area of teaching; the National League for Nursing (NLN) (1976) recently reported that the majority of nurses now seek master's preparation in the functional area of clinical specialization. Such a shift reflects the trend for specialization of services usually associated with an ever-growing and increasingly complex society. The corresponding complexity of our health care delivery system, with the new types of health services offered to people, the development of a greater variety of new health workers, the achievements in the area of technology leading to intricate technical equipment, the specialization within medicine, and research findings in the behavioural and biological sciences have necessitated an increasingly diversified set of activities performed by nurses. Although the shift in focus of preparation and concomitant change in curriculum design have been documented, few scientific investigations have been conducted concerning nursing students at the master's level. Of those studies which have been conducted, the majority have focused on the differential personal characteristics of graduate nursing students in different types of programmes. In other words, researchers have analysed differences in such 'inputs' to various graduate programmes as personality traits, work values and academic ability. Attempts at examining outcome differences among graduates of master's programmes have been conspicuously lacking. The purpose of the present study was to investigate differential levels of professionalism among graduates of a master's level programme. RELATED RESEARCH Heidgerken (1970) conducted a study concerning the differences in motivational factors influencing students to choose a master's preparation in either teaching or clinical specialization. Comparisons in personality characteristics, trait characteristics, self and ideal self concepts and work values were made. Significant differences between students in the two groups for personality characteristics occurred for order and endurance as measured by the Edwards Personal Preference Schedule; teachers demonstrated a higher need for order and endurance than did clinical specialists. Each subject in the study responded to a modified version of the Bells Index of Adjustment and Values Scale according to how she perceived herself, her ideal
Professionalism in nursing master's graduates self, practising teachers and practising clinical specialists. For both groups, self was rated lowest and ideal self was rated highest. The clinical specialist group rated practising teachers comparable to self; while the teaching group rated practising teachers comparable to ideal self. The clinical specialist group rated practising clinical specialists higher than self but not as favourably as ideal self, while the teaching group rated practising clinical specialists higher than self but not as favourably as ideal self or practising teacher. The Nurse Career Preference Schedule, a list of 50 items, was used to determine what work characteristics were most valued by graduate teaching majors and graduate clinical specialist majors. The teaching majors valued most such work characteristics as 'motivates students to learn' and 'improve patient care through the preparation of nurses' while the clinical specialist majors valued most the work characteristics of 'increase specific subject knowledge' and 'opportunity for study and advancement'. Of interest is the fact that neither group valued research, writing and publishing very highly. 'All three are considered important activities for professional nurses with advanced educational preparation, and have been strongly emphasized in the nursing literature for the past 10 years.' (Heidgerken 1970).
Differential characteristics of nursing graduates Several researchers have investigated the differential characteristics of graduate nursing students (Miller 1965, Moses 1966, Chater 1967, Graham 1967). For example, Chater compared the personality characteristics of master's students enrolled in the clinical area of psychiatric, maternal and child health, medicalsurgical and community health nursing. She found that students in the psychiatric and community health areas attained a higher level of personality development, characterized by independence and autonomy, than did medical-surgical and maternal and child health students. These findings are consistent with other research which has found that significant differences exist in the personality characteristics of master's nursing students. In addition to studying personality differences, Moses also investigated the relationship between academic aptitude and type of prior nursing educational preparation. She found no significant differences existed between these two variables. The above studies focused on the differential qualities of graduate students such as personality, work values and academic aptitude of graduate students. The underlying aim was to help faculty in the selective recruitment of students into master's programmes and in the shaping of educational programmes according to type of functional area of preparation based on past educational experience. The findings from such studies expand the insight of faculty looking to select those master's degree candidates and plan those educational experiences that hold the most promise for potentiating the professionalism, that is so crucial an element of nursing practice.
195
196
B. P. Hungler, A. Joyce, R. Krawczyk and D. Polit
The need for professionalism in nursing is evident when one considers that the move from vocation to profession, according to Blumer (1966), 'represents an indigenous effort to introduce order into areas of vocational life which are prey to the free-playing and disorganized tendencies of a vast, mobile, and differentiated society, undergoing continuous change'. Studies associated with the professionalism question conducted at the baccalaureate level of education have revealed some incongruency. Several studies (Davis & Olesen i964,Siegel 1968) indicated that professional attitudes of nursing students increased with length of stay in a baccalaureate programme. Yet, another study (Kramer 1969) found a decrease in professional attitude during the first few years of graduate nurse experience. Studies associated with the professionalism question conducted at the post master's level of education are indeed scarce. Such studies are needed to discover educational and professional goals not actualized in practice. This aids faculty in determining appropriate curriculum revisions, and ultimately, in meeting more nearly the future needs of the profession. The present study was an attempt to add to the dearth of empirical data concerning graduates of a master's programme in nursing. Specifically, this study investigated the relationship between a nurse's area of functional preparation in a master's degree programme and the individual's level of professionalism. PROFESSIONALISM How does one evaluate or measure professionalism? Many definitions and criteria exist for professionalism. The criteria chosen for this study were those explicated by Flexner (1915), a noted American educator, because they are implicitly incorporated into the goals of the programme under investigation. He noted: 1 It (professionalism) involves essentially intellectual operations accompanied by large individual responsibility. 2 It is learned in nature, and its members are constantly resorting to the laboratory and seminar for a fresh supply of facts. 3 It is not entirely academic and theoretical, however, but is definitely practical in its a ms. 4 It possesses a technique capable of communication through an orderly and highly specialized educational discipline. 5 It is a 'brotherhood' of individuals whose activities, duties and responsibilities tend to completely engage them. It is self organized. 6 It is concerned with the public interest; its motives are altruistic. 7 It has definite status—social and professional. Criteria 1-5 pertain to the individual and are measurable. Since criteria 6 and 7 seem to pertain not to the individual but, rather, to the corporate organization, they were not measured in this study. In place of criteria 6 and 7, we decided to examine whether post-master's graduates were employed in the area for which they were functionally prepared.
Professionalism in nursing master's graduates
197
Spalding and Notter (1965) have said that graduate education should prepare the student for a speciahzed professional role: be it teacher, administrator, consultant or expert clinical practitioner. We felt that employment in the area of preparation would indicate optimal use of professional education. Data by which Flexner's (1915) first five criteria for professionalism could be measured were identified as follows: Criterion 1 concerns intellectuality and individual responsibility. We decided to measure it by enrolment in a formal programme of study. We felt that since graduate study is largely self-initiated, such enrolment would indicate a need to satiate intellectual curiosity and would reflect individual responsibility. Criterion 2 concerns professionals continually updating their knowledge. We measured it by subscriptions to professional journals. Since nursing occurs in a rapidly changing technological milieu, we felt that journal subscriptions would reflect the graduates' attempt to keep abreast of the continuous supply of new facts. We asked if the post-master's graduates subscribed to three specific journals, American Journal of Nursing, Nursing Outlook, and Nursing Research. The first two
were chosen because they are the oflicial organs of the professional nursing associations. We felt that Nursing Research should be included since scientific studies are the basis for advancement of nursing. Criterion j denotes the practical aspects of the profession. We measured it by attendance at continuing education courses, workshops, conferences and courses for non-credit. These short-term, non-formal educational programmes invariably address issues relating to the professional practice of nursing. Criterion 4 implies an effective channel for communication. We measured it by the number of authored publications each graduate had. Publications are one of the best vehicles for communication and provide an orderly and recognized way of communicating within a discipline. Criterion 5 refers to the 'brotherhood' felt by the members of the profession and to the ability to be self-organized. We measured it by membership in either the American Nurses' Association, the National League for Nursing, or both. These organizations present the goals and standards of their members to other organizations, disciplines and agencies. As such, they represent the self-organized profession of nursing. As stated previously, Flexner's (1915) Criteria 6 and 7 were replaced with post-master's employment in the individual's functional area of preparation. We measured this by most recent employment position. Employment in a prepared area presumably reflects optimal use of graduate education. Most recent position rather than first position was chosen to ensure at least i year to the graduate in seeking appropriate position. Any number of alternative variables could have been chosen to measure Flexner's criteria. We chose the above variables not only because of their face validity but, also, because they represent relatively concrete and objective measures for each criterion.
198
B. P. Hungler, A.Joyce, R. Krawczyk and D. Polit
Thus, the dependent variables of the study became enrolment in a formal programme of study, subscription to professional journals, attendance at nonformal educational programmes, number of authored publications, membership in professional organizations and employment in the prepared area. The independent variable was functional area of master's preparation. D E S C R I P T I O N OF SAMPLE The programme under study is designed to prepare students in one of four clinical areas. Two of the clinical areas offer functional preparation in teaching: all four clinical areas offer functional preparation in clinical specialization. The data for the study were gleaned from questionnaires sent during the summer of 1975 to 637 individuals who were graduates from the 17-year-old graduate nursing programme. The clinical specialist graduates numbered 210 and the teacher graduates numbered 427. Confidentiality of response was assured. No follow-up to the original mailing occurred. Of the 395 questionnaires which were returned, 123 were returned because the address was incorrect or the graduate was not known at the address to which the questionnaire had been sent. The remaining 272 questionnaires were usable and comprise an overall response rate of 43% for the graduate population. For the functional area of teaching, the response rate was 41%; for the functional area of clinical specialization, the response rate was 45%. The response rate limits the generalizability of the findings. Perusal of the returned questionnaires indicated that (i) both married and non-married graduates responded, (2) length of elapsed time since graduation varied and (3) type of positions held by graduates since graduation varied. A follow-up questionnaire or the searching for current addresses of those graduates for whom questionnaires were returned because of lack of current correct address might have increased the response rate.
Presentation of data Table i shows the relationship between each dependent variable and area of preparation, obtained by using the chi-square test. The table includes each dependent variable and its categories; the frequency of response for the category of the independent variable; the total number of respondents used for each relationship, and, the degrees of freedom, chi-square values and their significance levels. As can be noted, the number of respondents varies due to the fact that some subjects failed to supply data for different variables. In terms of post-master's education, the chi-square value obtained was significant beyond the o-ooi level. This significance value indicates that graduates prepared in the functional area of teaching tended to pursue post-master's education in an academic setting significantly more frequently than those prepared as clinical specialists. Conversely, graduates prepared for the role of clinical specialist
Professionalism in nursing master's graduates
199
were significantly more likely to attend non-formal types of post-master's programmes than those prepared for teaching. With respect to professional journal subscriptions, the chi-square value obtained was significant beyond the o-ooi level. A significantly larger percentage of teachers subscribed to one or more journals than in the case of the clinical specialists. TABLE I
Association of dependent variables and independent variable by chi square test
Dependent variable
Postmaster's Education
Professional Journal Subscriptions
Categories of dependent variables
Formal Non-formal None 0 I 2
Independent variable frequency Clinical specialists Teachers 15 50 23
72 74 28
39 38
44 65 48 14
3
12 I
Authored Publications
YES NO
9 84
37 135
Professional Organization Memberships
ANA only NLN only Both Neither
49 I 10
72
29
8 54 38
Prepared Area Non-Prepared Area
23
99
68
68
Employment in Prepared Area
N
Degrees of freedom
Significance Chi square of chi value square values
262
15-97
