The relationship among nurse faculty and nursing education administrators' attitudes toward and knowledge of academic freedom and role strain
Nancy Crane-Roberts, DNSc, CPNP, RN
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This study had two purposes: to examine whether there are differences in attitudes toward and knowledge of academic freedom among nurse faculty and nursing education administrators; and to explore the relationships between nurse faculty and nursing education administrators' attitudes toward and knowledge of academic freedom and role strain. Cluster sampling was used to select the sample of 199 nurse faculty and 197 nursing education administrators. The sample was drawn from 147 randomly selected NLN accredited colleges and universities with baccalaureate and graduate programs in nursing. Data were collected with four instruments: the Academic Freedom Attitude Scale (Ambrose, 1989), the Perceptions of Academic Freedom Test (Allen, 1979), the Role Strain Scale (Mobily, 1987), and a demographic questionnaire. Role theory was used as the theoretical framework for the study. Data were analyzed using t-tests, ANOVA and multiple regression. Nurse faculty and nursing education administrators did not differ in their attitudes toward academic freedom, or on the subscale measures of academic freedom which included evaluation, potency, and activity. Nurse faculty and nursing education administrators did not differ in terms of perceived role strain. Attitudes toward academic freedom and knowledge of academic freedom together did not explain perceived role strain more than each separately for nurse faculty. The researcher was unable to answer questions regarding knowledge of academic freedom for nursing education administrators because of the unreliability (in this study) of the Perceptions of Academic Freedom Test. Attitudes toward academic freedom contributed little to perceived role strain for nurse faculty and nursing education administrators. In general, nurse faculty and nursing education administrators hold more positive than negative attitudes toward academic freedom. Ancillary analyses revealed that the greatest source of role strain for both nurse faculty and nursing education administrators was in the area of role overload, followed closely by intrasender role conflict. Ancillary analyses revealed that older nurse faculty experienced more perceived role strain than younger nurse faculty. Also, tenured faculty experienced more perceived role strain than non-tenured faculty.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 9900784; ProQuest document ID: 304493244. The author still retains copyright.
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