Abstract
Associate and assistant deans in schools of nursing often are characterized as mid-level administrators, occupying roles subject to multiple demands and involved with multiple subsystems. In this article, selected concepts from social and psychological literature are defined and serve as a means to analyze the role. Self-expectations, role preparation, role set, and the institutions where the assistant dean role is enacted significantly affect role expectations and the potential for role ambiguity, overload, and conflict. Examples of role dilemmas related to these concepts and approaches to resolving the accompanying dilemmas are presented. A model for resolving role dilemmas and supporting productivity in the role is identified.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of professional nursing : official journal of the American Association of Colleges of Nursing
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
