Nurse faculty members’ ego states: Transactional Analysis Approach

This study uses a Transactional Analysis Approach (TA) to investigate communication between faculty and students in nursing education. The research population was comprised of nurse faculty members ( N = 33) employed at a school of nursing and students ( N = 482) registered at the same school. The r...

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Bibliographic Details
Published in:Nurse education today 2009-10, Vol.29 (7), p.746-752
Main Authors: Kececi, Ayla, Tasocak, Gulsun
Format: Article
Language:English
Subjects:
Adolescent
Adult
College students
Communication
Data analysis
Data Collection
Educational Status
Ego
Faculty, Nursing
Female
Focus Groups
Humans
Male
Medical education
Middle Aged
Models, Educational
Nursing
Nursing education
Nursing Research
Nursing student
Professors
Psychometrics
Qualitative Research
School faculty
Schools, Nursing
Statistics as Topic
Students, Nursing
Studies
Surveys and Questionnaires
Teaching
Transactional Analysis
Young Adult
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Summary:This study uses a Transactional Analysis Approach (TA) to investigate communication between faculty and students in nursing education. The research population was comprised of nurse faculty members ( N = 33) employed at a school of nursing and students ( N = 482) registered at the same school. The research sample was comprised of 26 faculty members and 325 students. Data collection was performed via questionnaires, focus group interviews and observation. Qualitative data were analyzed using descriptive analysis methods, and quantitative data were evaluated using the Mann–Whitney U test and the Pearson moment correlation coefficients technique. Using the Transactional Analysis Approach (TA), faculty members viewed themselves as an Adult and felt they used the Critical Parent ego state the least. Students also perceived that faculty members used the Adult ego state the most and used the Free Child ego state the least.
ISSN:0260-6917
1532-2793
DOI:10.1016/j.nedt.2009.02.013