Perceived impact of work-related role sets : nurses' experiences with their colleagues
Date
1990
Authors
Robinson, Patricia Helen
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Abstract
A qualitative study was conducted to examine the perceived impact work-related role sets have on distance education learners' ability or willingness to apply concepts or skills acquired in a post-RN baccalaureate program. The Critical Incident Technique was used to elicit 106 incidents from 30 general duty nurses working in acute care hospitals. These incidents were categorized according to the role set, the emotional tone of the interaction, (the incidents were reported as positive, negative or neutral), the concepts or skills initiated and the impact on subsequent behaviour as a result of the interaction. An examination of the incidents showed the greatest number to involve other RN's; with half positive and half negative incidents. In the category of supervisory personnel (head nurses, supervisors and director's of nursing), all the incidents were negative. Physicians provided more negative than positive incidents and incidents involving patients were almost exclusively positive. Acquired concepts or skills identified as being new by the subjects included: nursing process , understanding of physiological processes , interpersonal skills, empowerment, patient advocate, understanding of the elderly and teaching abilities.
The most significant finding was that of the effect negative sanctions had on subsequent behaviour. Despite the fact that almost half the incidents were viewed as negative, in only ten incidents did the nurse report she stopped the behaviour.
Since the distance education learner experiences some problems not encountered in traditional face- to- face interactions, some strategies are examined: support systems, role models, mentors, and periods of immersion. Future studies might be undertaken to determine how widespread is the phenomenon and how distance education learners cope with the negative interactions they experience.