Israel's nursing educators in the diploma schools of nursing: Selected demographic and professional characteristics, 1966 and 1968

ht. J. Nurs. Sfud. Vol. 8, pp. 103426,

Pergamon Press, 1971.

Printed in Great Britain

Israel’s Nursing Educators in the Diploma Schools of Nursing: Selected Demographic and Professional Characteristics,1966 and rg68 REBECCA BERGMAN Head of theNursing Department,

Tel-Aviv University, Tel-Aviv, Israel and

NELU

SHAVITT

DepartmentofResearchand Statistics, Kupat Holim Centre, Tel-Aviv, Israel Foreword

THIS ARTICLE is a twin study to “Sociodemographic characteristics of Israeli student nurses” which was published in this Journal in June 1970 (Vol. 7, No. 2). By studying also the personal and professional characteristics of teachers of nursing it is possible to review these complementary parts of nursing education-the teachers and the learners. The two studies could give a lead to Israeli nurses for the improvement of the nursing service and of nursing. That they are anxious for this improvement is evidenced by the fact that the Directors of Nursing in the Health agencies, the Directors of the Schools of Nursing and their faculties gave their full co-operation to the project. The Tel-Aviv Department of Nursing was established in 1968, to develop higher education for nursing in Israel, with a post-basic baccalaureate programme for registered nurses as the first step. The second major activity of the Department is research, and several projects are under way. The Kupat Holim Department of Research and Statistics has completed several studies in the fields of health statistics, medical administration, economics and evaluation of services. Introduction

This report presents the findings of two studies on the characteristics of the nursing educators of Israel carried out in 1966 and 1968, and an analysis of the differences between the two groups. The 1966 study was the product of a decision of the Nursing Division, Ministry of Health, in conjunction with the World Health Nursing Consultant, to set up a five-year nursing resources study. An advisory committee consisting of representatives of interested professional and citizen groups, an executive working committee, and several technical sub-committees were appointed. The sub-committee on nursing education undertook to study the education, experience and selected characteristics 103

104

REBECCA

BERGMAN

and .NELU SHAVITT

of the nurses teaching in the diploma schools of nursing, as well as an introductory survey of their activities. The appointment of the education committee was particularly timely because of two other related decisions which hadjust been made. The first, to raise the educational entrance requirements to the diploma schools for registered nurses from eleven to twelve years of general education, and the second, to establish a post-basic baccalaureate programme for registered nurses. These two decisions to improve the standards of nursing education made it necessary to study the present resources in the schools of nursing in order to help the teaching faculties adapt to the better prepared candidate. The 1968 study was initiated by the authors as a follow-up of aspects of the 1966 study, in order to learn if any change in the preparation and selection of teachers had taken place. Conclusions of the 1966 analysis presented a picture which many of the nursing leaders and educators found less than satisfactory, and it was believed that a sincere effort would be made to correct the shortcomings. It was recognized that two years is a very short period to expect change, yet it was felt that a study at this time should indicate the trend of change, and could be helpful in directing future change. Background information-Historical development The first school of nursing in Palestine (as Israel was known while under the British Mandate) was established in 1918 by the “Hadassah” volunteer medical mission from the United States. The standards and curriculum were patterned on those of the United States at that time, and high school was the accepted criterion for admission to the nursing school. Other schools of nursing, established after 1936 by the Workers’ Sick Fund (Kupat Holim), Municipalities and private hospitals adopted the criteria used by the Hadassah School of Nursing. In 1948, following the establishment of the State of Israel, the mass unselected immigrationof displaced persons resulted in emergency health needs and a diminishing nurse-patient ratio. To meet the immediate problems and to increase the number of prospective candidates for schools of nursing, the minimum educational requirement for entrance to registered nurse schools was set at ten years of schooling, i.e. successful completion of the second year of high school. Until 1960, recruitment rates remained steady with about eight out of every thousand girls between 17 and 20 years of age entering nursing. cz) Of these, about 40% had completed ten years of schooling, 40% eleven years, and 20% had finished high school or had further education. A study by the Ministry of Labour showed that the attrition rate decreased with higher education, and that the major reason for drop-out or dismissal was academic failure. c3) Based on these findings the educational admission requirement for registered nurse schools was raised to 11 years of schooling in 1961, and by fall of 1966 to completion of high school, or 12 years of schooling. A study of the 1967 entrants to nursing found 95% with 12 or more years of education, 43 o/0of these with full matriculation. t4 ) During the years in which the educational requirements were lower, the girls who entered nursing fell into three major groups: (1) those who could not or did not wish to continue their general education, usually because of scholastic limitations;

ISRAEL’S NURSING EDLJCA TORS

105

(2)

girls who were highly motivated to enter nursing and left high school after the third year, but who would have remained to complete high school had the admission to the school of nursing required it;

(3)

girls with full high-school

education.

The first group was the major source of drop-outs, the latter two groups have constituted the core of nursing leadership in Israel. Many of those who curtailed their high-school education in their eagerness to enter nursing, have since either completed their high-school programme or are now taking external matriculation examinations in special programmes. Many opportunities for post-basic nursing education are available and are utilized by professional nurses. Among these opportunities are six-twelve-month courses in teaching, administration and clinical nursing; workshops and study days planned and run by the health agencies. In addition, several nurses have completed or are attending university programmes in nursing abroad, or are taking courses in other major fields at the local universities. The post-basic baccalaureate nursing programme opened at Tel-Aviv University in 1968, has made it possible for nurses to participate in higher nursing education in Israel. Fifty students are presently enrolled in the first and second years of the programme. The above continuing educational programmes have enabled nurses to prepare themselves for specialized nursing positions and to keep pace with on-going developments.

The 1966 Study

The sub-committee on nursing education, composed of three directors of schools of nursing and one nurse instructor at the University, began work on the survey in the fall of 1965. Study objectives Four major objectives

were defined :

a.

To describe the characteristics of the nurse educators in Israel’s schools for registered nurses. These included age, marital status, number and age of children, general education, basic and post-basic nursing education, experience, present job classification, full or part-time work.

b.

To study the relationship between the nurse educator’s educational tion and clinical experience and the subjects she was teaching.

c.

To learn how much working time nurse educators spent in each of 12 functional areas related to their work, i.e. classroom instruction, classroom exercises, clinical supervision, student counselling, ward and other conferences, curriculum development, preparation for teaching and evaluation, office work, participation in classes of others or in examinations, social functions and self-development.

d.

To learn the opinions of the nurse educators on the need for change in the present system of nursing education in Israel.

prepara-

Teacher-student ratio was not included in the study as these data were available in the annual reports of the nursing schools to the Ministry of Health.

106

REBECCA

BERGMAN

and NELU SHAVITT

Review of related literature revealed standards recommended for clinical specialists on the faculty; (5p7)i.e. at least one nurse educator should be well prepared in each of the following clinical areas-Medical-Surgical, Maternal and Child Health, Mental Health and Public Health Nursing. The authors also recommended a broad scope of activities for nurse educators including instruction, curriculum development, student advisement, committee work, extra-curricular and community activities, research and writing. The studies on characteristics of nursing educators by basis for Montag,(*) Fox(g) and New York State( lo) were used as a comparative the findings of this study. Study method and sample A questionnaire was prepared to be completed by each nurse educator. Questions were grouped in three sections with specific questions on : personal data, breakdown of one week’s activities by hours into the 12 functional areas mentioned previously and recommendations for change in each of the 12 areas. The instrument was pretested twice, and appropriate changes were made after each testing. In February 1966, the survey proposal was presented at a meeting of the Directors of 14 Schools of Nursing, and their co-operation was requested. Members of the Sub-committee met with any teaching staff who requested further interpretation of the questionnaire. The questionnaires were sent to the 14 schools in March 1966, and by August of that year, 10 schools had returned the completed forms. Of the 4 schools which did not respond by August, one school had completed the questionnaires but they were lost during transfer of the school to a new building. The remaining three schools were unable to complete the forms because of internal re-organization. The four schools, however, sent in the personal data about the nurse educators at a later date. These data have been included in the report. Findings 1. Ownership and location of school. The 14 schools were sponsored as follows : six by Kupat Holim, three by the Ministry of Health, two by Municipalities and three by private organizations. Six of the schools were located in the three major cities of Israel (Tel-Aviv, Jerusalem, Haifa) and the remainder in smaller cities or within easy commuting distance from Tel-Aviv, Size of the teaching staff ranged from two to twelve, exclusive of nursing lecturers from the hospital staffs. 2. Job classijication of respondents (Table 1). A total of 102 nurse educators took part in the study. Of this number 14 were directors of the schools, 6 were deputy directors, TABLE 1.

Age groups Total 22 23-26 27-30 31-40 4lf

DISTRIBUTION OFTEACHERS BY AGE ANDJOBCLASSIFICATION (ABSOLUTE NUMBERS-1966) Senior teachers

Visiting lecturers

Junior teachers

13

30

39

1 4 3 5

6 12 5 5 2

11 13 14 1

Deputies 6 -

Directors

Total

14

102

-

1 1 2 2

1 7 6

6 26 23 31 16

ISRAEL’S NURSING EDUCA TORS

107

39 were senior teachers who were responsible for at least one nursing course, 30 were junior teachers who were primarily occupied in classroom exercises and clinical supervision, and 13 nursing lecturers who were on the hospital staff but gave selected lectures in the school and could therefore be considered part-time faculty. The 13 lecturers did not complete the activity form. 3. Age (T&e 1). The age distribution of the 102 educators was that over half the group were under 31 years of age including 8% of the directors, 30% of the deputy directors, 60% of the senior teachers, and 75% of the junior teachers. Of the total group 6% were 22 years or younger, 25% were between 23 and 26 years of age, 23% were between 27 and 30,30% between 31 and 40, and 16% were 41 years or over. The median age was 30 years as compared with the median age of 35 years for a similar group in the USA. The New York State study found 37% of the diploma school teachers under 30 years of age, and 29% over 40, a considerably older group than their Israeli counterparts. 4. Marital andfamib status. Of the total group, 81% were, or had been married. The comparable figure from the Fox study was 41 y. and 43% in New York. Fifty-nine per cent of the nurses had children (31 y. in New York State). Nurses with pre-school children were for the most part employed as part-time faculty and at all job levels. Nurses with older children were usually employed full-time. The nurses had from one to four children ranging in age from infants to children 19 years or older. Thirteen per cent of the children were under three years of age, 33 o/obetween 4 and 6,42% of school age and 12% were 19 years or over. 5. General education level (Table 2). All nurse educators had at least ten years of general education. Seventeen per cent had ten years, 23% had completed 11 years of TABLET.

Years of schooling Total 10 11 12 13+

DISTRIBUTION OF TEACHERS BY YEARS OF SCHOOLING ANDJOB (ABSOLUTE ~umms-1966) Visiting lecturers

Junior teachers

Senior teachers

13

30

39

1 4 6 2

6 9 15 -

8 8 20 3

Deputies

CLASSIFICATION

Directors

Total

6

14

102

1 4 1

2 2 7 3

17 24 52 9

general education, 51 y. had completed high school (i.e. 12 years) and 9% had some university education. Thus 40% of all faculty had 11 years or less of schooling. Among those with less than 12 years of education, many were studying for high school matriculation. In general, the level of general education of the faculty was higher in the larger, well established schools. 6. Basic nursing education. The data revealed that most schools tended to employ their own graduates or graduates of a school within their own agency. All but one of the nurse educators had received their basic nursing education in Israel. Fortyeight per cent were graduates of two of the 14 schools surveyed. Of the total group of nurse educators, including those working part-time, 39% were graduates of Kupat

108

REBECCA BERGMAN

and NELU SHAVITT

Holim Schools, 25% were from Hadassah, Jerusalem, and 11 y0 from other voluntary schools, 16% from Government schools, 9% from schools run by Municipalities and 1 y. from foreign schools. 7. Post-basic education (Table 3). Post-basic education in this survey was defined as a full academic year with a major relevant to nursing and/or non-university TABLE

3.

DISTRIBUTION OF TEACHERS BY POST-BASICCOURSESAND BY JOB CLASSIFICATION (ABSOLUTE NUMBERS-1966)

Post-basic

courses

Total

Visiting

Junior

Senior

lecturers

teachers

teachers*

13

Administration

2

Teaching

-

Other

3

None

8

30

41

-

-

-

15 1

29

Deputies

Directors

6

14

3

10

1

16

2

Total 104

3

5

7

25

4

59

15

*Two teachers have completed more than one course.

nursing programmes officially recognized by the Ministry of Health as post-basic specialization. Almost all of the 102 nurse educators had attended workshops or special seminars but these were not included in the data. Of the respondents with recognized post-basic preparation, the picture is as follows : 5% of the educators had completed the course in administration, 24% the teaching course, 14% courses in various clinical specialities, and 57% had no recognized post-basic education. In 13 of the 14 schools, at least one faculty member had completed a post-basic course. However, if one considers the individual schools, the picture is somewhat different. In three of the 14 schools, there was no member of the full or part-time teaching and administrative staff who had preparation in either administration or teaching. In eight of the remaining eleven schools, although no teacher had preparation in administration, there were one or more members of the staff with a course in teaching. 8. Teaching and clinical experience (Table 4). The data reported here included only the regular members of the faculty. The directors of the nursing schools had a range TABLE 4.

DISTRIBUTION OF TEACHERS BY YEARS OF EXPERIENCE IN CLINICAL PRACTICE AND TEACHING AND BY JOB CLASSIFICATION(1966)

Clinical

and teaching

experience Clinical

No experience of experience

Teaching

(in yr)

22

22

5

11

8

17

1

3

O-8

a-5

O-6

O-16

14

85

Deputies

Directors

Total

O-16

60 29

experience

Experience

26

No experience Range

Senior teachers

exnerience

Experience Range

Junior teachers

of experience

4 (in yr)

o-7

39 1-16

6 3-22

-

5-32

4

O-32

ISRAEL’S NURSING EDUCATORS

109

of teaching experience from 5 to 32 years, and all but 4 of the faculty members had at least one year’s experience in teaching. The junior faculty members had a range from 0 to 7 years in teaching. Fox’s study showed that 75% of the instructors in his sample had previous clinical experience while this survey revealed only 67% with such previous experience ranging from 1 to 16 years, with a median of three years. Correlation of formal preparation and clinical experience with the subject taught was tabulated. The g-month post-basic course for nursing instructors was considered as adequate for formal preparation for teaching nursing arts. Recognized programmes in psychiatric nursing, public health, etc. were seen as courses related to instruction in these clinical areas. Because there was no post-basic course in surgical nursing, completion of the post-basic operating room course was considered equivalent to formal preparation in surgical nursing. Using the above definitions only 43% of the instructors had some kind of formal preparation related to the subject they were teaching. In a number of cases the same person reported both clinical experience and post-basic education. Some others had neither clinical experience nor formal preparation for the subject they were teaching at the time of our survey. 9. Analysis of activities. Analysis of the activities was not included in this report as the data was incomplete and inaccurate. However, the findings were given to each school to be considered as indicators in their planning. Recommendations of respondents Recommendations for change came primarily from the senior faculty. The problem of continued growth was seen as having priority. Recommendations were made for refresher courses, inter-school conferences, more professional literature in Hebrew etc. The importance of providing media for facilitating instruction came next with the recommendation for Hebrew textbooks and teaching aids-a major problem in Israel where English is a second language. Additional suggestions were made for curriculum revision with special attention to clinical practice, closer co-operation with service personnel, better planning of educational experience, setting of standards and establishing evaluation tools. More clerical help to relieve the faculty of office work, and sufficient staff to meet the responsibilities undertaken by the school were also reported as needs. Committee recommendations The committee reviewed the data from the study, the respondent’s suggestions for change and the limitations of the study before making the following suggestions : 1.

Raise the educational

level of nursing teachers by :

a.

Encouraging and helping nurse educators culation to complete their studies.

without high school matri-

b.

Establishing high school matriculation of faculty in the future.

c.

Requiring that faculty have formal preparation in the subject they are to teach (arrangements should be made to enable them to attend relevant post-basic programmes).

d.

Demanding that faculty have at least one year of clinical experience before entering teaching (including the suggestion that those who have

as a prerequisite

to employment

110

REBECCA BERGMANand

NELU SHAVITT

not worked in nursing service for many years should take a refresher course or service period). e.

Preparing

and implementing

a master plan for continuing

education.

2.

Utilize clinical specialists in services for teaching clinical nursing in schools, thus strengthening co-ordination between educators and service personnel, and enriching the faculty with additional resources for teaching.

3.

Give more time and attention to such activities as curriculum development, student counselling, self-development of faculty, social functions, research in nursing and education.

4.

Facilitate teaching in that language.

5.

Review the present patterns of staffing in the nursing schools in relation to the number of programmes, classes, students and other functions carried by the schools, and develop guidelines for staffing a school of nursing.

6.

Include graduates of other nursing schools on the faculties can be an exchange of philosophy and subsequent growth.

by preparing

Hebrew

textbooks

and other teaching

aids

so that there

This study and its findings were only indications of the need for change. Each school was advised to use the confidential report of the findings about its faculty to plan for changes within that school. The general report was submitted to the Nursing Division of the Ministry of Health for consideration in supervision and long-term planning,

The

1968 Study

The findings of the 1966 study of teachers, described earlier in this report, strengthened the desire among the nursing leaders to make every effort to raise the general educational level of the faculty, to require clinical experience before entering teaching, and to employ teachers for clinical subjects who had theoretical and/or clinical preparation in that area. The study recommendations were reported by the investigators to the key nurses in education and service. Several months later, a condensed version of the report was published in the Journal of the Israel Nurses’ Association. cl1 ) However, the recommendations were never formalized as requirements, criteria or guidelines for the employment of teachers. The 1968 follow up study was undertaken by the chairman of the 1966 study group and the Director of Research of Kupat Holim, the agency sponsoring the largest number of schools of nursing in Israel. Study objectives a. To describe the characteristics of nursing educators in Israel’s Schools for registered nurses. These included the following variables studied in 1966: age, marital status, number and age of children, general education, basic and post-basic nursing education, nursing experience, present job classification, full or part-time work. Additional data was requested, including country of birth and ethnic origin, matriculation status and intention to continue work.

ISRAEL’S .NURSING EDUCATORS

111

b.

To study the relationship between the nurse educator’s educational tion and clinical experience and the subject she was teaching.

c.

To learn what change had taken place in relation between 1966 and 1968.

prepara-

to the above variables

Study method and sample The co-operation of the Nursing Directors of the agencies which sponsored schools was requested and obtained. A questionnaire, based on the 1966 instrument, was prepared, pretested and corrected. The questionnaire, with a covering letter, was sent to the sixteen schools of nursing (two new schools had been opened in the interim period). Data was returned between February 1968 and April 1968. One hundred and fifty-four nursing educators returned completed forms. Findings All 16 schools for registered nurses in Israel participated in the 1968 study. The two schools which were added since 1966, were new Ministry of Health schools, bringing the breakdown by agency to six Kupat Holim, five Ministry of Health, and five community (two municipal and two voluntary and one private) sponsorship. Six of the schools were located in the three large cities, the other ten in smaller cities or rural areas. Faculty ranged in size from 2 to 2 I nursing educators. Of the 154 teachers, 20 were directors or deputy directors, 54 were senior teachers, 43 junior teachers and 37 visiting teachers. Seventy per cent worked full-time, 20% from full to half-time and 10% less than half-time. All of the respondents were women. 1. Bge ( Table 5). Less than one per cent of the teachers were under 22 years of age, 18.8% were in the 23-26 group. The greatest number (35.1%) were between 31 and TABLET.

Type of \ownership Age groups \ Total 22 23-26 2 7-30 31-40 41+

1968)

DISTRIBLITIONOFTEACHERSBYAGEGROUPANDAGENCY(

Others ages

%

Absolute numbers

lOO*O 15.5 10.3 39.7 34.5

58 9 6 23 20

Government

%

ages 100.0 19.0 28.6 35.7 16.7

Absolute numbers 42 8 12 15 7

Kupat Holim y0 ages 100.0 (1.9) 22.2 29.6 29.6 16.7

Absolute numbers 54 1 12 16 16 9

Total

%

ages 100.0 (0.6) 18.8 22.1 35.1 23.4

Absolute numbers 154 1 29 34 54 36

40 years of age. About one-quarter (23.4%) fell into the over 40 age group. Kupat Holim teachers were youngest; those from community hospitals oldest. The median age was 33.4 years. 2. Marital status (Table 6). Eighty-four per cent were or had been married. The group included five divorcees and one widow. The community schools had more married nurses (87.9%) th an the other agencies (73.8% and 75.5%). 3. Family status (Table 7). One-third of all the teachers had no children. Of 129 married nurses, 105 had a total of 202 children. The number of children in each

112

REBECCA BERGMAN TABLE

6.

madNELU SHAVITT

\Type Marital status\

of ownership Others

Total absolute numbers

Government

58

42

100.0

100.0

Single Married Widowed

12.1 87.9 -

Divorced

-

Total percentages

TABLE

7.

Kupat Holim 53

Total 153

lOO*O

100.0

19.0 73.8

18.9 75.5

16.3 79.7

(7;)

(1.9) 3.7

(6.7) 3.3

DISTRIBUTIONOFTEACHERSBYNUMBEROFCHILDRENANDAGENCY (PERCENTAGES 1968)

Type of ownership Number of children \ Total absolute numbers Total percentages No children 1 child 2 children 3 children 4 children

1968 PERCENTAGES)

DISTRIBUTIONOPTEACHERSBYMARITALSTATUSANDAGENCY(

Others

Government

Kupat Holim

Total

57

42

52

151

100.0

100.0

100.0

100.0

28.1 14.0 47.4 7.0 3.5

23.3 23.8 35.7 7.2 -

30.8 17.3 38.5 11.5 (1.9)

30.5 17.9 41.1

family ranged from 1 to 4 with two children as the mode. Twenty per cent (40) of the children were three years of age or less, 20% were aged four or five and 60% were six years and over. Thirty-four mothers had one or more children under the age of four. These children were too young for pre-nursery school, so that working outside the home involved worry and expense of employing a reliable person to care for the child. Thirteen of these mothers had children up to one year of age. It was hypothesized that mothers with very young children and/or with several children would work parttime. Analysis of the data showed that only 12 of the 34 mothers with children under four years of age worked part-time-a ratio similar to that in the total faculty (30%). Young age of the child, therefore, did not appear to be a factor affecting part-time employment. However, the number of children did seem related to this variable, ten of the 16 mothers with three or more children worked part-time. 4. Ethnic group (Table 8). Ethnic group was determined by the country of birth of the father. This variable was added in the 1968 study because of the belief that the schools of nursing should encourage the recruitment of students and teachers of all the ethnic backgrounds into the profession of nursing. In 1968,47% (1,056, 157 persons out of the Jewish population of 2,434,832) were of Asian/African origin. (12) Of the student nurses admitted to the schools of nursing in 1967, 17.7% were of this ethnic group. (13) The nursing teachers in 1968 had an even lower percentage (7 *3%) with a range of 11.9% in the Government schools to 3 *S% in the community schools. The majority of teachers were of European origin (80.3%) ; second-generation Israelis comprised 11.9% of the sample.

ISRAEL’S MJRSING EDUCATORS

TABLE8.

113

DISTRIBUTION OFTEACHERS BY ETHNICORIGINANDAGENCY(PERCENTAGES 1968) Type of ownership

Ethnic origin \

Others

Total absolute numbers Total percentages

56 100.0

Asia Africa Europe America Israel

(1.8) (1.8) 80.3 16.1

Government 42

Kupat Holim

Total

53

lOO*O

151

100.0

11.9 -

lOO*O

(5.7) (1.9) 83.0 (1.9) (7.5)

76.2 11.9

(;::) 80.1 (0.7) 11.9

5. County of birth ( Tuble 9). Over half (54%) of the teachers were Israeli born ; 59.9% of those employed by the Ministry of Health and 50% of the teachers in the community schools. The highest percent munity schools (46.6%). TABLE9.

of European

born were found in the com-

DISTRIBUTION OFTEACHERS BY COUNTRY OFBIRTHANDAGENCY(PERCENTAGES 1968) Type of ownership

Country of birth \

Others

Total absolute numbers Total percentages Asia Africa Europe America Israel

6. Year of immigration had immigrated within the establishment of the immigrants, with 7.6% TABLE 10.

Government

58

42

54

154

100.0

100.0

100.0

1.7 46.6

(4.8) (2.4) 33.3

(5.6) (1.8) 35.2

($:Z) 39.0

1.7 50.0

59.5

(3.7) 53.7

(1.9) 54.0

( Table 10). There were practically no new immigrants ; 3.3 y. the last 10 years, 23% between 1948-1957 and 20% before State of Israel. Kupat Holim had the highest percent of new of their teachers who came to Israel after 1957.

Type of ownership Others Total absolute numbers 1947 194881957 1958-1962 1963-1966 Born in Israel

Total

100.0 -

DISTRIBUTION OFTEACHERS BY YEAR OFIMMIGRATION (PERCENTAGES 1968)

Total percentages

Kupat Holim

Government

AND

Kupat Holim

AGENCY

Total

58

41

53

152

100.0

100.0

100.0

100.0

32.8 17.2 50.0

(4.9) 31.7 (2.4) 61.0

15.1 22.6 (3.8) (3.8) 54.7

19.1 23.0 (2 .O) (1.3) 54.6

114

REBECCA BERGMANand

NELU SHAVITT

7. General education (Tables 11, 12). The 1966 study recommended that special attention be paid to the general education of teachers in the light of the decision to require 12 years of general education for admission to schools of nursing. It was suggested that new teachers be employed only if they had matriculation, and that TABLE 11.

DISTRIBUTION OFTEACHERS BY YEARSOFSCHOOLING ANDAGENCY (PERCENTAGES 1968)

Type of ownership Years of education \

Others

Total absolute numbers Total percentages 10 11

12+

TABLE 12.

58

Government 42

Total

54

154

lOO*O

lOO*O

100.0

loo*0

12.1 41.4 46.5

19.0 31.0 50.0

27.8 25.9 46.3

19.5 33.1 47.4

D~STR~~JT~~N OFTEACHERS BY MATRICULATION STATUS ANDAGENCY (PERCENTAGES 1968)

Type of ownership Matriculation status \ Total absolute numbers Total percentages No matriculation Partial matriculation Full matriculation -

Kupat Holim

Others 58

Government

Total

52

150

lOO*O

lOO*O

100.0

100.0

56.9

40.0 (10.0) 50.0

48.1

49.3 6.7 44.0

(3.4) 39.7

40

Kupat Holim

(7.7) 44.2

those presently employed be encouraged, where possible, to take external matriculation exams. Analysis of the data showed a serious drop in the percent of teachers with 12 or more years of education from 59.8% in 1966 to 47.4% in 1968. Forty-four per cent of all teachers had full matriculation, and another 6.7% had completed some of the exams. Fifty per cent of the teachers in the Ministry schools had completed matriculation; as compared with 44.2% in Kupat Holim and 39.7% in the Communityschools. Students admitted to the 16schools in 1967 had more education than their teachers; 95% of the students had 12 or more years of education, and 43% had full matriculation.(14) 8. Basic nursing education (Tables 13, 14). This variable was studied in order to learn the numerical contribution to the supply of teachers by various schools. Also important was the need to examine the trend in the schools to employ their own graduates (inbreeding). Over half (52.6%) of the teachers were graduates of the Community schools, 32.2% from Kupat Holim, 13.2% from the Ministry schools and 2% from foreign schools. By individual school, 26.6% of the teachers came from “Hadassah”, the oldest school, 18.8% from Bellinson and 13.6% from the Tel-Aviv Municipality school. Other schools had graduated 6.6%-0.0% of all the 1968 teachers.

ISRAEL’S JWJRSING EDLJCA TORS TABLE

13.

1 15

DI~TR~B~TI~N~FTEAC~ER~BYA~~N~Y~F~~H~~LFRO~W~~~~THEY~RAD~ATED ANDAGENCYOFSCHOOLINWHICHEMPLOYED

\Type of ownership Agency of school\ from which they graduated \

Others

Total absolute numbers Total percentages Kupat Holim Government Others Abroad

TABLE

14.

Total

Kupat Holim

l’otal

41

53

152

10.0

100.0

100.0

100.0

(3.4) (3.4) 91.4 (1.8)

17.1 39.0 41.5

75.5 (3.8) 18.9

32.2 13.2 52.6

(2.4)

(1.8)

(2.0)

OF TEACHERS

WHICHTHEYGRADUATED(

Hadassah-Jerusalem Beilinson Hadassah-Tel-Aviv Kaplan Rambam Emek Rothshild Tel-Hashomer Assuta Shaarei Zedek Assaf Harofe Meir Negev Hasharon *Ashkelon *Hedera Others

Government

58

DISTRIBUTION

School

1968)

(PERCENTAGES

BY THE

SCHOOL

FROM

1968) Percentages

Absolute numbers

100.0

154

26.6 18.8 13.6 6.5 5.2 4.6 4.6 3.9 3,2 3.2 3.2 0.7 0.7 0.6 -

41 29 21 10 8 7 7 6 5 5 5 1 1 1

4.6

7

*New schools and had no graduates at the time of the study.

The Community schools tended to employ their own graduates (91.4%) more than Kupat Holim (75.5%) and the Ministry (39%). The Ministry schools drew 41.5% of their teachers from the Community schools. This finding is not surprising as only two of the six Government schools were large and well established. In one school 95% of the teachers were graduates of that school, in three schools from 80-87% and considerably less in the remaining schools. Two schools had only “outside” teachers. Half of all the teachers worked in their own school. 9. Post-basic nursing education ( Tables 15, 16). The second major focus of the 1966 recommendations was to improve preparation for teaching through formal education

REBECCA BERGMAN

116 15.

TABLE

and NELU SHAVITT

DISTRIBUTION OFTEACHERSBYPOST-BASIC

COURSESAND

AGENCY

Type of ownership Number

Others

of courses \ Total

absolute

numbers

Total

percentages

Government

58

42

100.0

100.0

32.7 46.6 13.8

0 course 1 course 2 courses 3 courses 4 courses S+ courses

40.4 42.9 14.3 (2.4)

(5.2) (1.7) -

TABLE

16.

Subject

taught

\

Total

54

154

100.0

100.0

29.6 48.1 11.1 9.3

33.8 46.2 13.0 (:::)

DISTRIBUTION OF TEACHERS

of preparation

1968)

Kupat Holim

(1;)

BYTHE

Course and experience

(9.6)

SUBJECTS THEYTEACH

AND

1968)

THEIRPREPARATIONFORSAME(ABSOLUTENUMBERS

\Type

(PERCENTAGES

*NO

Experience only

Course only

preparation

Total

Total

62

65

26

49

202

General nursing Internal Medicine Surgery Obstetrics Public Health Pediatrics Other

26 3 14 7 8

13 6 16 7 -

17 2 2 -

I1 3 3 1 -

-

10 13

-

10 21

67 14 33 17 8 20 43

*No preparation

4

5

means no recognised course and less than one year’s clinical experience in the area taught.

and clinical experience. The 1968 study showed considerable progress with 66% of the teachers having completed one or more recognized post-basic courses as compared with 43% in 1966. Forty-six per cent had completed one course, 13% two courses and 7% from three to five courses, 34% had no course. Table 15 shows that there was little difference between the agencies. Kupat Holim had the highest percent of teachers who graduated from courses (70.4%), Community schools 67.3%, and the Ministry of Health 59.6%. Analysis of teachers’ preparation for the specific subjects they taught is given in Table 16. Two hundred and two subjects were taught by the 154 teachers. In 24% of these the teachers had no preparation, in 13% a related course only, in 32% related clinical experience of at least one year, and 3 1 o/ohad both a course and clinical experience. All the eight teachers of Public Health were well equipped with both a course and experience. As these teachers were drawn from key personnel in the Public Health Service who all have post-basic education, this finding was to be expected. Among teachers of surgical nursing, 42 o/ohad experience and were graduates of the operating

ISRAEL’S NURSING ED UCA TORS

117

room courses. Forty-one per cent of the obstetrical nursing courses were taught by nurses who were midwives and worked in the service. Fundamentals of nursing (onethird of all courses) also rated high with 64% of the teachers having completed the nine-month teachers’ course, and 58% having recognized hospital experience of at least one year in general wards. Pediatrics and speciality areas had a minimal number of teachers with formal training, areas in which programmes are not available in the country. 10. Experience ( Tu6Ze.s17, 18, 19). Analysis of the years since graduation from the Schools of Nursing (Table 17) showed that one-third had completed their basic nursing education 16 or more years ago. This varied among the schools, with the Community schools having half of the teachers in this group as compared with 20% and 27% in Kupat Holim and the Ministry respectively. Median years since graduation was 10. 17.

TABLE

\Type Years since graduation from\ nursing

DISTRIBUTIONOFTEACHERSBYYEARSSINCEGRADUATIONANDAGENCY (PERCENTAGES 1968) of ownership Others

Government

\

Total

absolute

numbers

Total

percentages

58 100.0

41 100.0

- 1-3 one year 4-5 6-10 11-15 16-20 21-t

(&E) 19.0 19.0 20.7 27.5

TABLE

\Type Years of experience \

D

Total

53

152

100.0

100.0

-

-

11.3 9.5 41.5 20.7 (7.5) 9.5

9.2 7.9 32.9 18.4 16.4 15.2

DISTRIBUTIONOFTEACHERSBYYEARSOFEXPERIENCEANDAGENCY (PERCENTAGES 1968)

of ownership Others

Total

absolute

Total

percentages

0 years - one year l-3 4-5 6-10 11-15 16-20 21+

18.

(75) (9.7) 41.5 14.6 22.0 (4.9)

Kupat Holim

numbers

47 100.0

Government

34 100.0

-

-

17.0 21.3 17.0 23.4 10.6

17.6 35.3 14.7 14.7 14.7

(4.3) (6.4)

(3.0) -

Kupat Holim 46 lOO*O (2.3) (6.5) 15.2 41.3 21.7 (4.3) (8.7) -

Total

127 100.0 (0.8) 13.4 22.8 25.2 10.5 9.4

118

REBECCA

TABLE 19.

BERGMAN

and NELU

SHAVITT

DISTRIBUTION OFTEACHERS BY YEARSIN PRESENT POSITION ANDAGENCY (PERCENTAGES 1968)

Type of‘ownership Others

Years in present position \ Total absolute numbers Total percentages

Government

48

39

Kupat Holim 50

Total

137

100.0

100.0

lOO*O

100.0

-one year l-3 4-5 6-10 11-15 16-20

20.8 27.1 22.9 16.7 (8.3)

28.2 38.5 23.1 (7.7) (2.5)

21.2 28.5 29.2 13.1

2 1 -tm

(4;)

-

16.0 22-o 40.0 14.0 (4.0) (4.0) -

(l::, (1.4)

Actual years of employment in nursing (Table 18) was half of the period since graduation (median 5-O years). The over-16 year group contained only 8% of the sample. Nearly 10% had 11-16 years of experience, 82% had 10 or less years of work in nursing. Of note is 14.2% with less than one year of experience. The 1966 study had recommended that teachers should not be employed before completion of a minimum of a year’s clinical experience, based on the finding of 33% of the teachers in this category in 1966. Respondents were asked how long they had been in their present job. Half of them had taken their positions within the past three years, 80% within 5 years (Table 19). The median was 4.0 years. More nurses had been in their positions over five years in the Community schools (30%) than in the other agencies (Kupat Holim 22%, Ministry of Health 10%). It should be pointed out that the above figures showed years in the present position, and not in teaching. It is possible that some respondents had recently been promoted or had changed positions. 11. Future employment plans (Table 20). Although intent to continue employment is not guarantee of same, it may serve as a guide for planning. Seventy-six per cent of the teachers intended to continue work the next year (1969). For the year of 1970 this figure dropped to 59.3% and to 57’7% for 1971. Only three persons stated that they definitely did not intend to work in 1969 and 1970. The “undecided” percent increased from 22.6% to 42.3%. Forty-seven per cent of the Kupat Holim nurses were definite about their plans to continue work in 197 1, while in the Ministry 70 % stated this intention. In summary, the average teacher in 1968 was 33.4 years old, married with two children, had 11-12 years of general education and worked in the agency from which she had graduated 12 years ago. She had worked 5 years, 4 of them in her present position and planned to continue work in the next 3 years. She had completed one post-basic course. Comparison

of the 1966 and 1968 Data

The intent of this report is to highlight data from the 1966 and 1968 studies which could be of use to the responsible persons in formulating policy. This chapter will compare selected findings in the two periods, with additional analysis as indicated,

‘\

52.4

30.6 42.4

Kupat Holim

Government Others

\

Unknown

42.3

\

Total

Type of ownership

Years of intent

--

--

--

No

69.4 57.6

47.6

57.7

Yes

1971

lOO*O 100.0

100.0

100.0

Total

36 33

42

Ill

Numbers

30.6 40.0

47.6

39.8

Unknown

-(2.9)

_

(0.9)

No

TABLEZO. DISTRIBUTIONOFTEACHERSBYTHEIRINTENTTOCONTINUEWORKIN

69.4 57.1

52.4

59.3

Yes

1970

lOO*O 100~0

100.0

lOO*O

Total

36 35

42

113

Absol. number

20.5 26.0

20.8

22.6

Unknown

(2.0)

(2.1)

(1.5)

No

79.5 72.0

77.1

75.9

Yes

1969

100~0 100~0

100~0

100.0

Total

1969-1971 ANDBYAGENCY(PERCENTAGES 1968)

30 50

48

137

-4bsol. number

2 z

E L?

$1 h

S z

2 2 R c;

120

REBECCA

BERGMAN

and .NELlJ SHAVITT

1. Changes in the sample (Table 21) The 1968 data included 16 schools, two more than in 1966. Two new Ministry of Health schools were opened during this period. TABLE

2 1.

DISTRIBUTION OF TEACHERS BY JOB CLASSIFICATIONIN AND

1968

Job classification Total absolute numbers Total percentages Director Deputy Senior teacher

1966

(PERCENTAGES)

1966-1968 New teachers

1968

1966

57

154

102

100.0

100.0

100.0

3.5

7.8

13.7

-

5.2

5.9

15.8

35.1

38.3

Junior teacher

54.4

30.5

29.4

Visiting lecturer

26.3

20.1

12.7 -

No answer N.B.

-

1.3

Four schools had no Directors at the time of the study. The Deputies who were acting-directors were categorized as Deputies.

The number of teachers responding grew from 102 to 154. Nine of these were in the two above mentioned new schools. This left an increase of 43 teachers, 14 at the grade of teacher, 12 instructors and 17 visiting teachers in the 14 schools. As the number of admissions to all schools rose from 336 in 1966 to 509 in 1968, this increase in the number of teachers was rational. One of the recommendations of the 1966 study was to involve qualified service personnel as visiting teachers. The growth of this group from 12 *7 y0 to 20.1 y0 of all teachers may reflect increased awareness of the need for closer co-operation between education and service. Analysis of the questionnaires by name revealed that 37 (out of 102) of the 1966 teachers did not appear in the 1968 data and it is assumed that these 37 teachers left the schools between 1966 and 1968. The 1968 list was made up of 65 persons from 1966 and an additional 89 new names-a total of 154. The reported experience records of 32 of these 89 teachers indicated that they were employed in schools of nursing in 1966 and should have been included in the study. In order to learn whether teachers employed between 1966 and 1968 were selected in accord with the recommendations of the 1966 study, analysis was made of the 57 “new” teachers. This group included two directors, nine teachers, 3 1 instructors and 15 visiting teachers. 2. Age (Table 22) The 1968 group was older than that of 1966, the median age rising from 30.5 to 33.4. Although differences were small, the findings show a lower per cent of under 22 years of age, 5.9% in 1966 and 0.6% in 1968. This indicates a trend to employ nurses as teachers with some experience, rather than young graduates which had often been the practice previously. This change was in line with the recommendations of 1966.

121

ISRAEL’S NURSING EDUCATOR9 TABLE 22.

DISTRIBUTION OF TEACHERS BY AGEGROUPS IN 1966 AND1968 (PERCENT.~GES) 1966-1968 New teachers

Age groups Total absolute numbers Total percentages -22 23-26 2 7-30 31-40 41+ Median Age

1968

1966

57 100.0

154 100.0

102 lOO*O

1.8 28.0 24.6 22.8 22.8 30.3

0.6 18.8 22-l 35.1 23.4 33.4

5.9 25.5 22.5 30.4 15.7 30.5

3. Marital andfamily status (Table 23) The percent of married nurses rose from 81% to 84%. The average number of children increased considerably, from 1.2 children in 1966 to 1 a5 in 1968. The percent of children up to 3 years of age rose from 12.5% in 1966 to 19.8% in 1968. From the TABLE 23.

DISTRIBUTION OF CHILDREN BY AGE IN 1966 (PERCENTAGES)

Age of the children Total absolute numbers Total percentages o-3 4-5 6+

1966-1968 New teachers

AND

1968

1968

1966

68

202

96

100.0

100.0

100~0

22.1 13.2 64.7

19.8 20.3 59.9

12.5 33.3 54.2

above findings it was assumed that the 1968 group had considerable family responsibilities, yet only 30% worked part-time. The 1966 study indicated that there was a relationship between the age of children and part-time work. This was not so in the 1968 study-a finding which may be explained by the economic recession in 1968 which encouraged nurses to return to work even if they had small children. 4. General education (Tables 24, 25) A disturbing finding of 1968 was the lowering of the level of general education, particularly in the light of the new 12-year criteria for admission to schools of nursing. TABLE 24. DISTRIBUTION OF TEACHERSBY YEARS OF SCHOOLING AND1968 (PERCENTAGES) Years of schooling Total absolute numbers Total percentages 10 years 11 years 12 + years

IN 1966

1966-1968 New teachers

1968

1966

57 100.0 11.1 40.7 48.2

154 100.0 19.5 33.1 47.4

102 100.0 16.7 23.5 59.8

122

REBECCA BERGhJAN and NELU SHAVITT TABLETS.

The school (by code number)

1968

1966

+13 18

12 55

11 52

10 29

Total 154

3

2 3 2 2 4 1 3 3

4 2 1 4 3 1 4

1

4 1 2 1 5 5 4 4 1

13 6 5 9 14 7 14 7 2

1

7

2 2

11 8 21 10 16 6 5

0

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

IN WHICH

DISTRIBUTION OFTEACHERS BY YEARS OFSCHOOLING AND BY SCHOOLS EMPLOYEDIN 1966 AND 1968 (ABSOLUTENUMBERS)

2 2 1 3 -

5 1

10 4 5 2

_ 1 6 6 3 8 5 3

-

3 2 1 ~

+13 9

12 52

11 24

10 17

Total 102

8 2 1 4 1 5 3

2 2 3 2 2 1 3

2 1 1 1 3

12 5 5 7 6 6 11

1 -~ 2 5 1 -

_ 3 1 11 3 3 1 6

-

4 -

4 1 -

1 2 2

-

1 2

1 -

10 4 16 4 6 4 6

The drop in the percent of teachers with 12 or more years of education from 59.8 to 47.4 is a matter requiring the attention of those responsible for nursing education, Among the 57 new nurses 48 -2 y. had 12 or more years of schooling. In the Ministry of Health, 60% of the “new” teachers had full matriculation as compared with 40% in Kupat Holim and 30% in the Community schools. One school, which had retained a high educational standard over the years in both teachers and students, employed 3 out of 7 new teachers without matriculation. Another school employed 5 new teachers, all with 10 or 11 years education. When individual schools were studied (Table 25) it was found that the percent of teachers with 12 or more years education decreased in eight of the 14 schools, remained the same in two schools and improved in four over the 1966-1968 period. An area of light in general education, was that those with 13 or more years of education increased from 9 persons to 18 in the two-year period. Since the opening of the Tel-Aviv University post-basic baccalaureate programme in 1968, 17 nurse teachers have enrolled in this programme. Several others are studying at other universities, taking majors other than nursing. This promises a considerably higher percent of teachers with academic education for the future. 5. Basic nursing education (Table 26) In 1968 a higher percentage of the teachers (52.6%) were graduates of the Community schools than in 1966 (44.1%). In 1966 it was found that most of the teachers were graduates of the schools in which they taught. The committee recommended a reduction of the “inbreeding”. In 1968 only four of the 16 schools drew 80% or more of their teachers from among their own graduates; the other schools had from 66%-O%. “Inbreeding” appeared to be decreasing.

ISRAEL’S JWRSING EDUCA TORS

123

TABLE26. DISTRIBUTION OF TEACHERS BY AGENCYOWNERSHIP OFTHENURSINGSCHOOISFROMWHICHTHEYGRADUATED IN 1966 AND 1968 (PERCENTAGES) Ownership

1968

Total absolute numbers Total percentages Kupat Holim Government Others Abroad

1966

152

102

100.0

100.0

32.2 13.2 52.6

39.2 15.7 44.1

(2.0)

(1.0)

6. Preparation for teaching ( Table 27) Preparation for teaching improved considerably. In 1966, 55% of the teachers had at least one year of clinical experience related to the subject she taught. In 1968, this rose to 62.8% and was 90.5% among the teachers employed in the 1966-68 interim. Preparation by completion of a related recognized post-basic course rose from 37% in 1966 to 43.5% in 1968 with 41.3 o/oamong the “new” teachers.

'I‘ABLE 27.

DISTRIBUTIONOFTEACHERSBYTHEIR

TOTEACHTHEIRCOURSESIN~

Preparation Total Unprepared Course only Clinical experience only Course and experience

966

AND

PREPARATION

1968(

PERCENTAGES)

1966-1968 New teachers

1968

1966

100.0

100.0

100.0

7.9 1.6 50.8 39.7

24.3 12.9 32.2 30.6

15.0 30.0 48.0 7.0

The 1968 data, because of the phrasing of the questions, permitted more detailed analysis. From this material it was found that 30.6% had an appropriate course and clinical experience-a figure which rose to 39.7% among the new teachers. While 24.3% of the 1968 teachers had neither a course or experience, this group composed only 7,9% of the new teachers. Comparison of the data of 1966 and 1968 indicated areas of light, and of shadow. The preparation for teaching improved considerably through formal courses and clinical experience. The general education level changed with a decrease in the ratio of teachers with matriculation or 12 years education, but an increase of those with university education. The study has shown the determination and action taken to raise the level of the teachers in the schools of nursing in the 1966-1968 period. Much has been accomplished, and it is expected that those aspects requiring improvement, as shown in this study, will receive the attention of the leadership. It seems that the time is ripe

124

REBECCA BERGMA.N and J?ELlJ SHAVITT

for the agencies to publish and adhere to criteria for the employment of nurse educators at the levels of instructor, teacher and director of the school, in the light of the changing needs of the students and the growing educational resources for teachers.

References 1. R. BERG~~AN and N. STRULOVICI, Socio-Demographic Characteristics of Israeli Student Nurses, Int. J. Jvurs. Stud., 7(Z), 67-79 (1970). 2. Israel, Ministry of Labour, Manpower Division, Study on Manbower, Schools of Nursing, Ministry of Labour, Jerusalem, 1966 (Hebrew). Ministry 3. Israel, Ministry of Labour, Manpower Division, Studyon Manpower, Schools of J%rSing, of Labour, Jerusalem, 1966 (Hebrew). 4. R. BERGMAN and N. STRULOVICI, op. cit., p. XVI. 5. NATIONALLEAGUEFORNURSING, Criteria for the Evaluation of Educational Programsin NursingLeading to a Diploma, National League for Nursing, New York ( 1962). 6. AMERICANNURSESASSOCIATION, Guide for State Boards in Accrediating Jvursing Education Programs, American Nurses’Association, New York ( 1959). 7. M. NAGELE,Faculty-student ratio in nursing, Nursing Outlook, October (1962). 8. M. MONTAG,Nurse faculty in AA programs, nursing Outlook, 12, 40-42 (1964). 9. D. Fox, et al., Characteristics of Basic Nursing Faculty, Nursing Outlook, 12,4043 (1964). 10. HOSPITALREVIEWAND PLANNING COUNCILOF SOUTHERN NEW YORK, Study of Nursing Education Needs in Southern 3v. K Region, New York (1967). 11. R. BERGMAN, et al., Study of personal characteristics and activities of nursing educators in diploma schools, .Nurse in Israel, 13, 7-10 (1967). 12. Israel, Central Bureau of Statistics, Statistical Abstract of Israel, 1969, Jvo. 20, p. 42. Government Press, Jerusalem (1969). 13. R. BERGMAN and N. STRULOVICI, op. cit., p. XV. 14. R. BERGMAN and N. STRULOVICI, op. cit., p. XVI.

R&sum&-L’article prCsente les conclusions de deux enqu&tes effect&es en 1966 et en 1968. Le personnel enseignant de toutes les Ccoles d’infirmikres diplbmtes d’Isra&l a Ctt invite i remplir un questionnaire semi-structurt et & Cvaluation personnelle de don&es spCcifiquement personnelles, Cducatives, professionnelles et d’expkrience pratique. En plus de ce caracttre social et dkmographique, l’enqu&te comportait une analyse de la relation existant entre, d’une part, la formation et I’expCrience clinique des infirmieres et, d’autre part, l’enseignement de certaines matikres. On a aussi procCdC ?I la comparaison des deux groupes ttudits au tours de la pCriode sous revue. 102 enseignants, fixes et itinkrants, ont rCpondu au questionnaire de 1966 et 154 B celui de 1968. On constate que l’lge moyen a augment6 de 30,5 ans en 1966 B 33,4 ans en 1968. La proportion d’enseignants marits Ctait de 81,0 p. 100 en 1966 et de 84 p. 100 en 1968. Le nombre moyen d’enfants a augment6 de 1,2 en 1966 b 1,5 en 1968. 19,8 p. 100 de ces enfants ttaient %gts de moins de 3 ans. Seulement 30 p. 100 d’enseignants ne travaillaient qu’% temps partiel. Ce fait est imputable B la crise de 1968, qui a pousst les infirm&es ?i retourner au travail. Les don&es r&&lent une baisse du niveau d’instruction g&&ale et une chute de 59,8 en 1966 i 47,4 en 1968 du pourcentage d’enseignants avec au moins 12 annees de formation g&n&ale. Cette baisse r&lame des mesures immtdiates. 44 p. 100 d’enseignants avaient conquis tous leurs diplames et 6,7 p. 100 avaient pass6 une partie des examens ( 1968). La moitiC des enseignants professaient % 1’Ccole oh ils avaient reGu leur formation de nursing de base. La formation ulttrieure Ctait un domaine en progrts manifeste en 1968: 66 p. 100 des enseignants avaient termin& un ou plusieurs cycles de perfectionnement agr&%.

ISRAEL’S NURSING EDUCA TORS 11s n’ttaient que 43,0 p. 100 en 1966. 69 p. 100 avaient suivi un ou deux tours en 1968, 7,0 p. 100 de 3, a 5 tours, tandis qu’un tiers (34,0 p. 100) n’en avait suivi aucun. En fait d’experience pratique et pour une moyenne de dix an&es tcoulees depuis I’obtention du diplome, la duree moyenne de la pratique du nursing Ctait de 5 am, mais 18 p. 100 d’enseignants avaient au moins 11 annees d’experience et 82 p. 100 dix an&es ou moins.

Resumen-Se

basan las conclusiones en dos estudios desarrollados en 1966 y 1968, cuando la plantilla de profesorado de enfermeras en todas las escuelas de diplomacion de Israel fue requerida para cumplimentar un cuestionario autoadministrado y semiestructurado, con datos especificos personales, de formacibn, profesionales y de experiencia en el empleo. Ademis de su caricter descriptive sociodemogrrifico 10s objetivos de la encuesta cubrian tambitn un analisis de las relaciones entre la preparation formativa de las enfermeras y su experiencia clinica de una parte, y de otra las materias de ensefianza, lo mismo que una comparacion entre 10s dos grupos de estudio en el period0 sujeto a revision. Las respuestas al cuestionario fueron recebidas de 102 profesores y maestros visitadores en 1966 y de 154 en 1968. Las conclusiones mostraron que la media de edad se increment6 desde 30.5 adios en 1966 a 33.4 adios en 1968. Estaba casado el 81.0% de1 profesorado en 1966 y el 84.0% en 1968; el promedio de hijos se increment6 desde 1.2 en 1966 a 1.5 en 1968. Un 19.8% de 10s hijos de las instructoras tenia menos de 3 adios de edad-sin embargo solo un 30.0% de1 total de la plantilla trabajaba a jornada reducida, hecho debido a la depresion de 1968 que indujo a las enfermeras a reintegrarse al trabajo. Los datos indicaron un descenso de1 nivel general de education y una caida de1 porcentaje de profesorado con 12 6 m6s aiios de education general, desde 59.8% en 1966 a 47.4% en 1968, y este es un punto que requiere futura action correctora. Un 44.094 de todo el profesorado tenia colegiacion plena, y otro 6.7% habia superado parte de las pruebas de eximenes (1968). La mitad de todo el profesorado trabajaba en la misma escuela en que habia recibido su formation basica para enfermera. Un area en la que el estudio de 1968 most& buenos progresos era la education post-bisica de la enfermera: el 66.0% de1 profesorado habia superado uno 6 mh curses reconocidos de education post-blsica en comparacion con el 43.0% en 1966. En 1968 un 69.0% habian seguido uno o dos curses: un 7.0% 3 a 5 curses, y un tercio de1 profesorado (34.0%) no habian seguido ningtin curso. En cuanto a experiencia coma enfermeras, mientras que el promedio de adios transcurridos desde la graduaci6n era de 10, el nlimero de adios de empleo coma enfermera en aqutl moment0 era de 5 por termino medio, pero un 18.0% tenia 11 6 mas adios de experiencia; un 82.0% tenia 10 adios 6 menos.

AHHoTaqerr-_pIlseAeHHbIeAaHHbIe 6as~pyIoTcffHa~~yxmcne~oaami~x,npoae~eaIfbIXB 1966 r. If 196s r., KOrAa npenOAaBaTeJIbCKOMy COCTaBy BCeX AElnJIOMHbfXIIfKOJI AJfR MeACeCTep B B3pallJfe 6~10 npeAJfOmeH0 3anOJIHEITbnOJIy-aAMliHHCTpaTEBHyIO M nOJIy-KOHCTpyKTEfBHyfO aHKeTy C CneI@WfeCKHMIf JIHWIhfMM, 06pa30BaTeJfbHbIMH, npO@eCCHOHaJfbHbIMH II OnbITHbfWH AaHHbIMEf. KpOMe CO~kiaJIbHO-AeMOrpa@iYeCKO~O xapawrepaworo o6sopa, B ero 3aAasyBxo~m aHann3cooTHorUeffmfMe~~y o6pasosaTezIbHO~nO~rOTOBKOiMe~CeCTep~EIXKJIIIHE14eCKOrOOnbITa,CO~HO~CTOpOHbI,IIo6yrieHHeM npeAMeTOB - c npyrot ~~0p0Hb1, a TaKFKe - CpaBHeHme BTIlX ABYX rpynn npenogasaTeneii B TeYeHHe paccMaTpmaeMor0 nepsfona. OTBeTbI Ka affKeTy 6bmn nonyqeHbIOT 102 npeno~asaTejIetkfBHeInTaTHbfXys~TenePBl966r.~OT154B 1968 r. Pe3yJIbTaTbI nOKa3bIBafOT, YTO CpeAHElZtBOapaCT IfOBbfCHnCFIOT 30,5 JfeT B 1966 r. ~0 33,4 neT~1968 r.CpeAclnpenoAasaTeJrei Sl,O% ~1966 r.ff 84,0% ~1968 r.6bfnm CeMefiHH,MH;CpeJJHee WICJfO AeTei flOBbfCHJIOCbOT1,2 B1966 r.AO 1,5 B1968 r. 19,S% AeTei npenoAasaTenei 6bmo MOJIOH(e 3 JIeT,HeCM0Tpf-f Ha TO,
125

126

REBECCA BERGMAN

and .NELU SHAVITT

&iHlibIe yKaabxuaIoT Ha CHUHCeHUe o6mero 06paaOBaTeJIbHOrO ypOBHf3 U Ha yMeUbLueHUn IIpoqeHTa y~UTenei,npoJJIe~mUx 12 mm 6OnbJ.OeJIeTo6lqero 06pa3oBaHUn, OT 59,8 B 1966 r. ~0 47,4 B 1968 r.; 3~0 06CTORTenhCTBO Tpe6yeT npmf~TUn Mep nnrl ynysmeHUH nonomeam B 6ynyIqehi. 44,0% Bcex ywTeJIeii CAanU Bee aK3anieKbI Ha aTTeCTaT 3peJIOCTU, a 6,7% CAaJIU TOJIbKO CIaCTb3K3aMeHOB (1968 r.). ~O~OBUHaBcexyYUTe~e~pa6oTa~aBTO~xte~Ko~e,r~eOHU~O~y~UJIHCBOeOCHORIIOe06pa3OBaHUe II0yXOAy 3a 6OJIbHbIMU. O~~o~U3C~ep,KOTopa~1Bl968 r.BbIFlBUJTaXOpOKIUliIIpOrpeCC,6bIJlaBycoBepLUeUCTBOBaHUU 06pa30BaHUFI MeACeCTep: 66,0% yWTeJIeti BBKOHYUJIO OAUH UJIU 6onbme KYPCOB ycoBepmeHcTBoBaHUR no CpaBHeHmo c 43,0% ~1966 r.B 1968 r.69,0% 3aKow %fJlO OJIUH UJIU nsa Kypca; 7,0% - OT 3 A0 5 KYPCOB, TOrna KaK TpeTb ysUTeneti (34,0’/(,) He IlpOXO~UJlaHUKaKUX KypCOB. YTO KacaeTcn 0mTa no yxoay 38 60JIbHEdMU,To cpeAKee wcno neT nocne BbmycKa 6bIJlO10;&lKTU=ieCKOe%JrOJIeT,IIpOBe~eHHbIXByXOAe 3a6OJIbHPMU,UMeJIOMe~UaHy B 5 JIeT,HO lS,O% UMezo 11 UJIA Bonblrre neT UpaKTUrecrtoro onbITa; y 82,0% 6bmo 10 UJIU MeKbILle JIRT.