The effects of role transition from ADN to BSN nurse educator upon role conflict and role ambiguity
Abstract
Nursing, as a discipline, is relatively the university setting in higher education. It was not until the Brown committee published its report in Nursing for the Future (1948) that professional nursing education was strongly urged to position itself within higher education. The report also stipulated specific collegiate preparation and professional experience to qualify nurses for faculty positions.
The 1950’s saw the rapid development of associate degree nursing programs primarily within community and junior colleges. With this new technical nursing program now housed in institutions of higher education, the America Nurses’ Association (1965) published a position paper supporting rapid movement toward collegiate-based programs for all of nursing education. Since that time there has been a steady increase in the number of associate degree nursing programs (ADN) programs and baccalaureate of science in nursing (BSN) programs accompanied by a concomitant decrease in hospital-based diploma programs (Montag, 1975).
