This is a study on becoming and being a nurse. The nursing role involves role-anticipation, role-taking, role-playing and role-abandonment; it involves the moulding, by specific process, of an occupationally-undefined individual into a professional person. These processes, if successful, consist of a commitment to nursing norms by discipline, identification, and rites de passage. They are accompanied by increasing group unity, increasing adoption of institutional norms and a decreasing ability to play other roles and to identify with outsiders. Role-taking could also be seen in terms of distinct phases such as the theoretical phase, the practical phase, the phase of disillusionment and the phase of acceptance and routine. There is a change in attitudes between the first and the final phase. The role of the nurse can be clarified by the use of a method of occupational analysis. The five variables of the scheme are: images of the role, character of the obligations, rewards, strains and relation to others. The methods and techniques that were used for this study were questionnaire, guided and unguided interviews, and participant observation. / Arts, Faculty of / Sociology, Department of / Graduate

The purposes of this study were to identify both the role development of the occupational therapist and the factors which have influenced and directed the role changes. It was assumed that these identifications would assist both the profession and educators of occupational therapists to evaluate the trends as to how and why the profession is developing and to plan for appropriate professional and educational changes for the future. The role of the occupational therapist, an allied health professional, has changed from that of a craft-oriented medical technician to that of a professional clinician, researcher, educator and consultant. This contemporary therapist was found to be practicing in a number of areas both within and outside of the medical model of practice. The development of these new roles has resulted in considerable concern, both outside of and within the profession, as to whether or not the traditional craft-oriented medical model of practice is still valid. As well, occupational therapists in both the United States and Canada have expressed the need to re-evaluate their roles, their responsibilities, and their education in order to meet the needs of changing patterns in the organization and delivery of contemporary health services. The study of the role development and identification of factors influencing the role changes was carried out through a review of literature published between 1922 and 1972 plus a minimal number of unpublished papers related to the topic. A brief review of the 1970-1971 Canadian occupational therapy curricula was included in an attempt to indicate the influences educational programs had on the role development of the occupational therapist. It was found that new roles developed in response to present and proposed government legislation, changing needs and demands of society in general, and changing emphases in medical education and health care delivery. It was also found that the educational influences of occupational therapy programs were minimal, if not inhibitory, to the role development of the occupational therapist. Conclusions drawn from the review of the literature resulted in the establishing of eighteen recommendations concerned with the role development, research needs, and educational needs of future occupational therapists in Canada. It was felt that these recommendations represented guidelines for change which must be implemented by the individual therapists, professional associations, and educators if occupational therapy is to remain a viable health profession. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Problem. The problem of this study was to ascertain whether selected personality dimensions that can be hypothesized from a model stressing positive health relate to success in practice teaching in Guidance. Prom clinically observed behaviours of self-actualized people, three were selected as relevant: flexibility, self-acceptance, and concern for others. The general hypothesis of the study was: there will be a positive relationship between ratings of student teachers and their scores on selected measures. Methods of Investigation. The selected personality dimensions were measured by the scales of the Personal Orientation Inventory and of the California Psychological Inventory, and by scores on five supplementary measures: the Haigh-Butler Q sort, the Dymond Adjustment scale, a case study, a questionnaire, and a lesson plan. These constituted the independent variables of the study. Two types of criteria were used: a Faculty of Education rating of student teaching, and ratings based on the teaching of a demonstration lesson. The sample of this study was limited to student teachers of the University of British Columbia, winter session 1966-67, enrolled in Education 404 (Curriculum and Instruction in the Teaching of Guidance) in the professional year of training for teaching in secondary schools. Simple correlation, multiple regression, the discriminant function, and image analysis were used in the analysis of relationships between the independent variables and the criteria. General Conclusions Four research questions were asked. The first was: how strong a relationship will exist between the scores on the independent variables and the University ratings? Significant correlations were found between this criterion and the following variables: Capacity for status (CPI), Existentiality (POI), the Q, sort, and the case study. Correlations in the POI measure and the Q sort were negative. The second question: how strong a relationship will exist between ratings given by students and by adult judges to student teachers, on the basis of demonstration lessons and their scores on the instruments used? The criterion of students’ ratings proved to be non-discriminating, and therefore was not formally analyzed. On the adult judges' ratings, significant correlations, all in the negative direction, were found between this criterion and the following: Self-actualization total (POI), Time competence (POI), Inner directedness (.POI), Self- actualizing values (POI), and Existentiality (P0I). To answer the third question: will scores on the independent variables contribute anything to the classification of student teachers of Guidance as superior and non-superior on either criterion, t tests for significance between means were performed on four different groupings, and the general results were in the direction of the previous findings, i.e. a direction opposite to that hypothesized,, The fourth question: will dealing with patterns of scores through multivariate procedures yield more information about the student teachers than univariate techniques? The results were in general agreement with the results of univariate techniques, viz., scales the model indicated should select good criterion people in fact did not; indeed, the reverse tended to be true. The use of image analysis on the Q-sort answers further corroborated these findings. Four interpretable factors were isolated, the characteristics of those people loading heavily on one factor appearing to be similar to those hypothesized in the model. Generally, however, the relationship with criteria was a negative one. The major conclusion of the study is quite clear: the hypothesis that student teachers rated as self-actualized and well-adjusted as measured on the scales of the instruments of this study would be judged as superior in performance was not supported. In fact, the correlation was negative. Examination of the data from the instruments gave no evidence that these findings could be attributed to the uniqueness of the sample. / Education, Faculty of / Graduate

The general concern of this thesis is with the professional status of nurses in the United States. Specifically, the focus is on the progression of nursing along the occupation continuum toward professionalism. The perspective of this study was adopted from Elliot A. Krause's discussion of "A Historical Perspective" in his "The Sociology of Professions." Krause maintains that an analysis of the past key periods of the history of an occupation can provide a basis for predicting what it will become in the future. The acceleration of change in all aspects of society, and particularly in the role of the nurse in the medical process, and her progression toward professionalism, prompted the study. It is accepted that nursing is an occupation, but there is no general consensus about its professional status. By following the progression of nursing from its earliest period when it emerged from a home-based art into an organized occupation with a specialized science, this study points out and analyzes the steps nursing made in its professionalization process. The criteria of a profession are used as the basis upon which the degree of progress is judged. The process of professionalization of nursing is shown to be very complex, fraught with many obstacles imposed by many factors. There are reasons to debate whether the occupation of nursing has yet reached the status of a profession, or if such achievement is even possible. The study also shows the direction nursing appears to be taking into the future, and the alternatives it can take. The study points out the importance of the professional versus the non-professional status, and the implications failure to attain professional status may have on nursing. The characteristics of nursing are presented in a broad macroscopic overview. Microscopic vignettes could be found which would refute any of the blanket statements made about nursing, but no attempt is made in this study to cover the minuscule exceptions. Data for the study were obtained from the literature dealing with the history, definitions and concepts of labor, professions, sociology, and nursing, as well as periodical professional publications.

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