Findings are consistent with those reported in other studies; however, the administrative role may require unique approaches to avoid or correct organizational stress. The role of social support, the determination of organizational/individual fit, and the adaptation of traditional organizational development techniques to the administrative role are discussed and proposed as areas for further study.

A descriptive study of nurses' (n=208) perceptions of autonomy documented little increase in mean scores over the past 15 years. The respondents perceived that they were expected, to a great extent, to practice autonomously but that the majority felt little support to do so within their hospital work environment.

An experimental study to compare the effectiveness of assisted self-directed learning (ASD) and traditional lecture methods (TLM) in acquiring competency for electrocardiogram interpretation was conducted within a conceptual framework of developmental and adult learning theory (Erickson, Tomlin & Swain, 1983; Knowles, 1980). After two teaching units were designed and an EKG posttest was constructed (r=.75) from actual patient records, registered nurse volunteers (N= 19) were randomly assigned to groups for simultaneous instruction. Because of the small sample size, statistical procedures were used to determine the effectiveness of randomization and to justify statistical procedures. EKG post-test scores for the experimental group (ASD, M= 81) and the control group (TLM, M= 71) were significantly different (one-tailed t = 1.79; p = .045); however, participants' prior knowledge of basic arrhythmias was not independent of method (ANCOVA, f[l, 16] = 21.373, p = .0003, covariate; F[1.16] = 2.312, p =.1479, main effects). EKG post-test scores were not related to critical care experience, cardiac monitoring experience, education level, or course satisfaction. While both methods are effective, ASD had higher mean scores and is more cost- and time-efficient.

Psychometric properties for Part I ofhe Power Management Inventory (Hawker & Hall, 1981) are presented following validation of the instrument with samples of nurse managers (N=54) and executives (N=92). The content validity indices were .85 for management issues (item stems), .65 for Personalized Power (PP), .75 for Socialized Power (SP), and .70 for Affiliative Motive (AM) scales. Internal consistency reliabilities were acceptable (.63 to .87). Test-Retest correlations (n = 19 managers) ranged from .74 to .85. Correlation of nurse manager (n = 50) scores with subordinate scores of managers were significant (p < .05) for PP (r = .32) and AM (r = .29). Correlation of nurse executive (n = 59) scores with chief executive officer scores of executives were significant for PP (r = .32, p < .01) and AM (r=.25,p< .05). Mean scores on PP, SP and AM failed to profile the motive pattern for “successful” managers. About 29% of the managers and 39% of the executives were categorized as having no power motive preference. Use of the PMI for career counseling/decisions in nursing is not recommended, however, its use as an organizational development tool is endorsed.