Biomedical subjects
Publications and source records attributed to G N Parlette.
In collective bargaining, the nurses' definition of a situation might be quite different from that of health service management; thus, their reasons for striking and their assessment of the bargaining issues would not be congruent with those of management.
A survey of 89 public health nurses in a California county explored factors that might account for the growing support of unions and subsequent militancy among nurses. As predicted, changes in the backgrounds of public health nurses have occurred over time: 1) older nurses are more likely to have graduated from a diploma program and to have parents of lower educational and occupational attainment than younger nurses; 2) older nurses are more likely to view nursing as a calling and less likely to desire representation in collective bargaining by the union or to believe striking professional; 3) older nurses and those from lower social class backgrounds were less likely to belong to the union and less likely to participate in a county-wide strike. Because age and parental background factors are independently related to our indicators of militancy--union membership and participation in a strike--the results are interpreted as a change in nurses' images of professionalism.
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The faculty of the School of Public Health, University of California at Berkeley, developed an extended degree program in health services administration for persons who could not attend the university full time. Course formats were redesigned so the courses could be taught off campus in Sacramento and in the San Francisco Bay Area. The extended degree program was designed to be the equivalent of the in-residence program in all respects: the minimum number of units required for the degree was the same and regular faculty taught in both programs. The course of study for the two programs was similar; a major difference, however, was that many more electives were available to on-campus students. Two cohorts of extended degree students were admitted (34 and 37), and 61 completed the program. This article evaluates the success of that program. Evaluation began in 1980, 4 years after the first cohort, and 2 years after the second cohort were graduated--sufficient time for the graduates and faculty to reflect on their experiences. By the measures used--entering grade point average, graduating grade point average, and scores on a common comprehensive examination--the two groups were comparable. Faculty and students alike evaluated the program favorably. All but one graduate stated that they would recommend this program to others if it were available.
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