A major purpose of the study was to determine whether differences exist between perceptions about sources of power by deans of colleges of nursing in medical centers and deans in non-medical centers. Discernible differences attributable to position title and years of administrative experience were also investigated. A subsidiary purpose of the study was to explore relationships between expert and referent power and among coercive, legitimate, and reward power.Data were collected from 206 out of 300 administrators of National League for Nursing accredited baccalaureate and higher degree programs. A Power Assessment Instrument measuring the five sources of social power as formalized by French and Raven, and a Demographic Data Sheet were utilized for data collection.Decisions about three null hypotheses were made at the 0.05 level by use of multivariate and univariate analysis and, where appropriate, post hoc Newman -Keuls procedures. Findings for a fourth hypothesis were drawn from a Pearson Product-Moment correlation analysis.Major findings included:1. No differences were observed in perceptions about sources of power between deans in medical centers and deans in non-medical center settings.2. Coercive and referent power emerged as significant variables in comparing deans to all chairmen and deans to chairmen reporting directly to the chief academic officer. Deans perceive presence of more coercive power than chairmen while chairmen perceive referent power than deans. Deans and chairmen not reporting directly did not differ.3. Administrators with eleven or more years of administrative experience perceive presence of expert power more than administrators with ten years or less of experience.4. All five sources of power were highly correlated with no discernible tendencies for grouping between expert and referent power or among coercive, legitimate, and reward power.Additional observations, while not empirically supported by the data, were presented. Also presented were recommendations for further explorations pertaining to nursing education and power assessment.

Thesis (Ph.D.)--University of Central Florida, 2008. / Advisers: Jacqueline Fowler Byers, Mary Lou Sole. Includes bibliographical references (p. 117-122).

Thesis (Ed. D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Andrea B. O'Connor. Dissertation Committee: Lucie Young Kelly, . Bibliography: leaves 281-289.

Thesis (Ed.D.)--Teachers College, Columbia University, 1988. / Typescript; issued also on microfilm. Sponsor: Eleanor Barba. Dissertation Committee: Elizabeth Maloney. Bibliography: leaves 102-112.

Thesis (Ph. D.)--Rutgers University, 2010. / "Graduate Program in Nursing." Includes bibliographical references (p. 92-100).

No description available.

Rural health care has been affected by health care changes. Twenty-seven percent of the U.S. population live in rural areas (Adams, 1993; Weinert & Long, 1991). The purpose of this study was to examine the tenure of rural Directors of Nursing (DONs) in the DON position, to examine the tenure of rural DONs in the organization, and to profile the personal system of the DON in a rural hospital. The significance of the study was that little is known about rural DONs.The Neuman Systems Model (Neuman, 1989) provided the theoretical. framework for the study using the personal system level. The sample included all rural acute care DONs in one midwestern state. The Assessment of DON Tenure Questionnaire (Rowles, 1992) was the instrument used to collect data. Thirty-three questionnaires were mailed to rural acute careDONs with a return rate of 100%.Rural DONs were found to have a longer tenure in the DON position than the tenure data in the nursing literature. Tenure in the organization was also found to be longer. The typical DON was found to be female, married, with children,45 years old, with a BSN in nursing. The rural DONS were found to be slightly dissatisfied with the job.The return rate of questionnaires demonstrated the rural DONs interest in nursing education, practice and research. The research implication called for further investigation into the tenure measure of rural DONs in other geographic location along with urban DONs tenure measure for comparative analysis. Rural DONs have limited education opportunities based on geographic location. Continuing education programs in nursing administration and practice that are accessible in the rural setting via TVs or computers would be beneficial. / School of Nursing

The Institute of Medicine Future of Nursing report recommended the development of more nurse leaders at every level and across all settings. The Accountable Care Act has led to a reformed healthcare system, placing a growing demand for nurse leaders. The doctoral prepared nurse must be able to fulfill leadership roles to educate future generations of nurses, translate research into practice, and influence organization-level research to meet federal performance indicators. Study Aim: To analyze the mentoring elements provided in the mentoring elements provided in the mentoring relationship of doctorate nurses and their correlation to leadership and political skill development. Methods: A population-based web-based retrospective cross-sectional design was used to measure the correlation between mentoring functions provided to guide leadership and political skill development in PhD and DNP prepared nurses (n=222) identified as Jonas Nurse Scholars. Results: A response rate of 52% (n=115) was attained; 86 (75%) were PhD and 29 (25%) were DNP prepared nurses. The respondents were predominately female (87%) with 21% in the 25-34 age range and 57% in the 35-44 age range and 70% were Caucasian and 29% were minority. Of the 115 respondents, 64% (n=74) had a mentor of which 62% (n=46) reported being in an informal mentoring relationship. This cadre of PhD and DNP prepared nurses were highly experienced with 49.6 % having > 16 years of experience and 67% working either full-time or part-time regardless of graduation status. The most frequent psychosocial mentoring functions were role modeling and learning facilitation. The most frequent career mentoring functions were coaching and advocacy closely followed by career development facilitation and strategies and systems advice. Leadership skill development was correlated with the coaching mentoring function (r=.30, p. < 0.05). Political skill development was correlated with the career development mentoring function (r=.34, p. < 0.005). PhD and DNP nurses were similar on the leadership scale with a mean score of 7.92 (scale range 1-10) and political skill scale with a mean score of 5.73 (scale range 1-7). Conclusion: Both PhD and DNP prepared nurses identified as Jonas Nurse Scholars possess leadership and political skill as measured by industry standard instruments. Mentoring is one strategy to support and further develop leadership and political skill in the doctoral prepared nurse.

Expectations and perceptions of expectations for the role of Head Nurse were investigated in four teaching hospitals of McGill University, Montreal, Canada. Head Nurses, nurses, Directors of Nursing, and doctors were respondents. The study examined three questions: What are the expectations held for the Head Nurse within groups? Are there differences in expectations held for the Head Nurse across groups? Are there differences between expectations of nurses and doctors for the Head Nurse, and Head Nurse perceptions of expectations of nurses and doctors? / Factor analysis was performed on responses of Head Nurses, nurses, and doctors separately. Expectations within groups were determined by frequencies, means, and standard deviations. Differences in expectations between groups were tested by chi-squares. / Conceptualizations of the Head Nurse as manager, clinician, patient care co-ordinator, and teacher were supported. Five factors, identified as doctor's helper, clinical leader, communication link, determiner of quality of care, and manager, accounted for 67 to 82% of variance in all groups. All groups agreed that the Head Nurse should be a determiner of quality of care given. Significant differences in expectations between groups were found in regard to the Head Nurse as doctor's helper, and clinical leader, and in regard to other activities related to patients, staff, and the unit. Head Nurses tended to overestimate nurse expectations for the Head Nurse, and underestimate doctor expectations for the Head Nurse.

Thesis (Ph. D.)--University of New South Wales, 2005. / Also available online.