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Diploma Nurse-Baccalaureate Nurse: Is There a Difference? Report on A .00 DOCUMENT RESUME ED 252 742 CE 040 602 AUTHOR Zabawskit,Pauline TITLE Diplona(kurse- Baccalaureate Nurse: Is There a Difference? Report on a Descriptive Study of College Diploma Nursing Programs and the Generic Degree Nursing gram. INSTITUTION British ( :liable Dept. of Education, Victoria. PUB DATE Aug 83 NOTE 456p.; Perin of this document may not reproduce well due to smal- type. PUB TYPE Reports - Research/Technical (143) EDRS PRICE MF01/PC19 Plus Postage. DESCRIPTORS Admission Criteria; *Bachelors Degrees; *Behavioral Objectives; Clinical Experience; Comparative Analysis; *Educational Certificates; Educational Philosophy; Foreign Countries; Higher Education; Learning Experience; Nursing; *Nursing Education; *Program Content; Program Design; Teaching Methods IDENTIFIERS *British Columbia ABSTRACT A descriptive study identified the differences in educational content between four college diploma nursing programs in British Columbia and the University of British Columbia's (UBC) generic baccalaureate program in nursing. Findings indicated differences among the five programs in all aspects of the nursing programs that were compared: philosophies ofthe educational institutions, philosophies of the nursing programs, admission criteria, behavioral objectives, evaluation of learning, learning experiences, and learning resources and teaching/learning resources. UBC's program prepared graduates to work independentlyin acute care, long-term care, and community settings, while the college diploma programs prepared graduates to workprimarily in acute care settings under supervision of a registered nurse. Admission criteria forthe baccalaureate program were primarily academic, while colleges' nursing programs had fewer academic requirements but more diversified criteria. UBC's objectives encompassed a greater range of expected behaviors. UBC had the longest program duration. UBC's program had almost twice the amount of theory compared to practice; collegeshad a closer balance. UBC's programhad proportionally more community practice experience. (Support materials and appendixes, amounting to over two-thirds of the report,include survey instruments, evaluation tools, data and statistics, and correspondence.) (YLB) *********************************************************************** * Rei.roductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** DIPLOMA NURSE BACCALAUREATE NURSE: IS THERE A DIFFERENCE? Report on a Descriptive Study of College Diploma Nursing Programs and the Generic Degree Nursing Program This document has been prepared by Pauline Zabawski under contract with the Ministry of Education. Of EDUCATION US. DEPourfAtfJET "PERMISSION TO REPRODUCE THIS NATION .L INSTITUTEOf EDUCATION INF ORMATiON IAL HAS BE N pRANTED BY Ek/CA TIC NM RESOuRCES MAT ; CENTER IERiCI Tros owocoont Mrsbeef, rep(adoced as August 1983 ,,,,,,e(1 from 1hr personOf coganuatan OiVnatifilj li 144 reef made to IfTivoire Vol,. ,flAngeshay.. WP,./d, 1,441 4t.f.lt,fy the oo,u NA SOURCES P , ,t1,1s of v re*rrf (411110,014 clAted in TO47E)E0LrATI . ellfeSefit,)Tfut IAIha .,,,,.1,;'Ulf,It'l60%1J,Ily INFORMATIONCENTER (ERIC) pt.h.tolft %I' p4/1.4 Y "It were not best that we should ail think alike; itis difference of opinion that makes horse races." Mark Twain Pudd'nhead Wilson's Calendar, 1894 NOTE This study describes an attempt atidepiffying the differences in educational content between diplomaand baccalaureate nursing programs. It does not describe anevaluation of potential differencesin the practice of nursing, i.e., the educationaloutcome. The Ministry of Education, togetherwith the nursing profession,have jurisdictional responsibility for nursingeducation (Figure 2, up toGraduation profession arrow);the Ministry of Health, theemployers and the nursing have jurisdictional responsibilitiesfor nursing practice (Figure2, beyond Graduation arrow). I 4 A CKNOWLE DGEMENTS The Ministry of Education would like to thankPauline Zabawski for researching and writing the report, 'Diploma Nurse -Baccalaureate Nurse: Is There a Difference?' Without her determination and in-depth knowledge ofdiploma nursing curricula this report could not have been written:Ms Zabawski specially designed a method for classifying objectivesfor the report. The Ministry would also like to acknowledge: The prograni heads and faculty of Camosun,Cariboo, Okanagan Colleges, of the University of British Columbiaand of Vancouver Community College (Langara) who were instrumentalin providing the data for this study, and who confirmed the accuracyof this data; The many other nurse educators whose-constructive feedback contributed to the progress of the study; The following individuals for their assistance in providingdirection for the study: Carolyn A ::ridge Thelma Brown Jeanette Funke-Furber Mary Kruger Sally MacLean Marlene Mysak Gail Prowse Marilyn Willman The individuals whose critical appraisal of draftreports contribu- ted to the final report. The Ministry of Education would welcome comments onthis document and would appreciate suggestions on how tofurther develop the objective clazification tool.The Ministry would also encourage the four diploma nursing programs not included inthe study to analyse their curricula in a similar way. -iv- TABLE OF CONTENTS Page .eference ACK NOV/LEDGEMENTS TABLE OF CONTENTS LIST OF TABLES LIST OF FIGURES iX SUMMARY 1 CHAPTER 1 introduction 13 CHAPTER II Philosophies of the Educationalinstitutions .21 CHAPTER III Philoiophies of the Nursing Programs 37 CHAPTER IV Adrgission Criteria 39 CHAPTER V Behavioral 'Objectives . Background 39 Developing the Methodology 40 .Analysis 45 51 CHAPTER VI Learning Experiences 71 CHAPTERVII Learning Resources and Teaching/ Learning Approaches 79 CHAPTERVIII Discussion.... -11 89 BIBLIOGRAPHY: DEFINITIONS -95 Cont 'd... 9 N -v- Page reference SUPPORTMATERIALS Descriptive Tool and Analysis of Programs'Level Objectives 101 Evaluation Tool for ClinicalPerformances and Level of Ex- 157 pected Performances of EssentialManual Skills Learning Experience - HoursQventiew 255 APPENDIX 1.Terms of Reference 299 2.R.N.A.B.C. Approval Criteft 301 3.List of Program Documents 313 4. Survey' 315 5.Guidelines for On-Site Visit 323 6. Correspondence 329 L -vi , LIST OF TABLES Page reference 14 Table 1 Summary of Philosophy of CamosunCollege ,. 15 Table2Summary of Philosophy of Cariboo College Table 3Summary of Philosophy o' OkanaganCollege 16 17 Table 4Summary of Philosophy of U.B.0 18 Table 5 Summary ofPhilosophy' of V.C.0 Table 6Overview of Philosophy ofCamosun College Nursing Program 23 Table 7 Summary of Major Units f rpmCamosun College Model of Nursing 24 Table 8 Overview of Philosophy ofCariboo College Nursing Program 26 Table 9 Summary of Major Unitsfrom Cariboo College Model of Nursing 27 Table10 Overview of Philosophyof Okanagan College Nursing Program 28 , Table 11 Summary of Major Unitsfrom Okanagan College Model of Nursing 29 12Overview of Philosophy ofU.B.C.'s Nursing Table 30 Program Table13 Summary-of MajorUnits from U.B.C.'s Model of Nursing 32 14Overview' of Philosophy ofV.C.C.'s Nursing Table 34 . Program Table15 Summary of MajorUnits from V.C.C.'s Model of Nursing 35 16 Admission Requirementstoz NursingPrograms with Table 38 Reference to Type of Applicant D I v -vii- Page reference "....) Table17 Colleges' University Transfer Courses 53 Table18 Summary of Organization of Courses According to Type of Content 54 Table19 Total Hours in All Programs According to Types of Learning Experiences 61 Table20 Summary of All Programs for Students .-, In-Class Workload 63 Table21 Summary of Programs' Lengths 66 Table22 Comparison of Distribution of Instructional Hours of Each College Program to U.B.C. as the Criterion Model 68 Table23 Summary of Learring Resources and Teaching/ Learning Approaches for All Programs 73 Table24 Summary of Four Groups,of Selected Essential Manual Skills for Each Program 233 Table25 Overview of Instructional Hours - Camosun College 257 ... Table26 Overview of Instructional Hours - Cariboo College 265 Table27 Overview of Instructional, Hours - Okanagan College 273 Table28 Overview of Instructional Hours - University of 'British Columbia 281 Table291 Overview of Instructional Hours - Vancouver Community College (Langara) 289 LIST OF FIGURES Page reference Figure 1 Relationship of Depth and Scope of educational Content 3 Figure2 Conceptual, Framework for the Study(Admission to GiiduatioV 10 Figure3 Distribution of Instructional Hours inPercentage for All Programs 60 Figure4 Comparison of All Programs According to Proportions of Total Instructional HoursSpent in Specific 'Noes of LearningExperiences 62 Figure 5 Comparison of Student's AverageWorkload per Semester or Term for All Programs 64 Figure6 Comparison of Theory to Practicefor Each Semester or Term of All Programs 65 67 Figure 7 Summary of Program Lengths Figure8 (%.ornparison of Distribution of InstructionalHours .of Each College Program to U.BC 69 C SUMMARY In the mid-sixties, hospital diploma nursing programsstarted to phase out while college and institute diploma nursing programsbegan to develop.At. pre- sent, there are eight college andinstitute nursing programs which vary according to length, time-frame and methods used toachieve student learning.In addition, the University of British Columbia offers ageneric B.S.N. baccalaureate program comparable in length to a. few of the colleges'diploma nursing programs. This .descriptive study began in the
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