A cross sectional research design utilizing a simulated time series method was used to study the differences in the degree of socialization between registered nurse (RN) students in traditional versus nontraditional completion baccalaureate nursing programs. Associate degree students were also studied. A convenience sample of 600 volunteer nurses and nursing students was used to collect the data.

Utilizing Pavalko's model of professional socialization, Schutzenhofer's Professional Nurse Autonomy (PNA) Scale was used to measure the degree of independent nursing practice at ten data collection points. Biographical data was also collected. Interviews were conducted with students in each type of baccalaureate program to elicit information regarding their selection of educational format.

The research questions were: (1) Would associate degree nurses demonstrate an increase in professional socialization during the first two years after graduation? (2) Was there any difference in the degree of professional socialization between traditional and nontraditional baccalaureate RN students upon entry into and graduation from a baccalaureate program? (3) Would there be any difference between traditional and nontraditional graduates in professional autonomy scores one year after graduation? (4) Would baccalaureate students, both entering and graduating from a program, achieve higher professional autonomy scores than associate degree nurses? (5) Would graduates from baccalaureate programs achieve higher autonomy scores than those students entering a program? (6) Would graduate baccalaureate nurses achieve higher autonomy scores than their peer group who did not return to school for baccalaureate education?.

Inferential and descriptive statistics were used to analyze the data. The results demonstrated significant differences between several groups including traditional and nontraditional baccalaureate RN students. Differences in scores were also obtained between associate degree students. Significant differences were further found based on demographic data and relevancy to the nurses' work environment. Although not strongly supported by the student interviews, students did perceive a difference in their roles as nurses due to the educational process of obtaining a baccalaureate degree.

In conclusion, this study did confirm that differences between traditional, nontraditional, and associate degree nursing students do exist. These findings have implications for nursing education, particularly in designing counseling and guidance specific to the different types of nursing programs. Furthermore, it supported the need for nontraditional educational programs whereby nurses can build upon previous experiences and be respected and recognized for the body of knowledge that they possess.