The challengers, interactors and mainstreamers: second step education and nursing roles

What impact have post-licensure or "Second Step" programs for nurses had been upon experienced nurses? How successful have they been in developing more professional orientations among nurses trained for a technical role? A factor analysis of longitudinal data from 236 nursing students in six Second Step programs revealed that students entering these programs varied greatly in professional attitudes. Three types of students--the challengers, the interactors, and the mainstreamers were differentiated, by their contrasting nursing styles as well as by diverse sociopolitical views and personality characteristics. Data indicated that, at graduation, students in all three groups perceived themselves as more professionally involved, committed, and competent, but they did not change similarly in other areas of life. The challengers and the interactors made significant changes in their sociopolitical views and in some personality characteristics, while the mainstreamers made fewer changes and maintained greater consistency from entry to graduation. Second Step education promoted professional development, but its impact upon other areas of life varied, depending upon the students' receptivity and readiness for change.