RN-BSN completion programs: Equipping nurses for the future

Student Perceptions Related to Immediate Workplace Usefulness of RN-to-BSN Program Content

BACKGROUND

Despite a national directive for associate degree in nursing (ADN) nurses to complete BSN degrees, there is limited research related to student perceptions of the value added by BSN education.

PURPOSE

The purpose was to explore perceptions of immediate workplace usefulness of RN-to-BSN content for ADNs.

METHODS

Qualitative narrative data provided by 263 RN-BSN students in their final semester before graduating with a BSN were analyzed. Students were asked, "How have you used what you are learning in the RN-BSN program at work?"

RESULTS

Themes included the following: research and evidence-based practice, leadership, professionalism, communication, intentional holistic caring, critical thinking, cultural competence, safety and quality improvement, interdisciplinarity, population-based care, and fiscal awareness.

CONCLUSION

Results clarified content that students found useful and provided insight into specific benefits that employers might expect to see when ADNs complete BSN-level education.

A National Survey of RN-to-BSN Programs: Are They Reaching Rural Students?

BACKGROUND

Increased representation of Bachelor of Science in Nursing (BSN)-prepared nurses improves health and reduces costs. Fewer rural U.S. nurses have BSN degrees compared with the national average. RN-to-BSN programs provide an opportunity to increase the number of BSN-prepared rural nurses. However, the number of these programs targeting rural students is unknown.

METHOD

Directors of RN-to-BSN programs were surveyed regarding program characteristics and efforts to target rural learners. Using mail and online return options, the response rate was 31.3%.

RESULTS

Only 38% of programs targeted rural RNs for recruitment. Supports for rural student recruitment and retention, including partnerships with community colleges, rural clinical placements, and online offerings, were limited in number and/or scope.

CONCLUSION

RN-to-BSN programs with the capacity to recruit and retain rural learners may help increase the number of BSN-prepared rural nurses. Increased collaboration among stakeholders will support rural nurses in continuing their education. [J Nurs Educ. 2020;59(10):557-565.].

Characteristics of RN to BSN students in online programs

BACKGROUND

Registered nurse to baccalaureate in nursing (RN-BSN) programs has rapidly moved to online formats to increase the ability of working nurses to earn their BSN degree. Nursing faculty are tasked with designing programs to meet the needs of the nursing workforce using best practices for online learning.

OBJECTIVES

Describe RN-BSN student perceptions of their online programs, including clinical experiences. Specific aims were: 1) evaluate student satisfaction in online courses, 2) describe experiences students were required to have to meet clinical objectives, 3) determine generational differences in satisfaction with online learning 4) determine the students' perception of the value of course content in online program 5) examine life responsibilities impacting student program participation.

DESIGN

A descriptive cross-sectional design with convenience sampling was used.

SETTING

Participants included 43 RN-BSN students currently enrolled in at least one online course at one of six accredited nursing programs across the United States.

METHODS

Survey data were collected over 4 months in the summer of 2019. The research team created a 9-item online survey, including investigator-initiated questions and demographic information.

RESULTS

Overall satisfaction in online programs was high. Technology, nursing informatics, computer classes, research and evidence-based practice, public health, pathophysiology, pharmacology, leadership, reading text books, assessment, brushing up on skills, and emotional intelligence were most valued content. Least valued content included discussion boards and group projects. Clinical requirements and setting varied across programs. Life responsibilities impacted students' participation in online programs.

CONCLUSIONS

Overall, students were satisfied and found value in their online RN-BSN coursework. Clinical experiences varied between RN-BSN programs and participation in online courses was impacted by extracurricular obligations. Based on this study, more data regarding what could be counted as clinical hours is needed. Faculty need to consider alternative ways to achieve learning outcomes. This study's outcomes may help guide faculty in developing RN-BSN programs and student-centered courses.

Experiences of graduates in Massachusetts of the United States from a RN-to-BSN program

OBJECTIVE

To generate an understanding of the lived experiences of a shared central phenomenon of RN-to-BSN graduates and determine their perceptions of the value of their BSN degree.

METHODS

The data collection procedure was open-ended, semi-structured, which was consisted of one-on-one interviews with 12 nurses who are licensed in Massachusetts and who are graduates of RN-to-BSN programs.

RESULTS

The findings identified seven major emerging themes, a) job requirement, b) promotion, c) professional growth, d) personal growth, e) family obligations, f) time and energy, and h) compensation. The themes were incomparable through all emerging themes.

CONCLUSIONS

The research data analysis supports the need for the non-BSN RNs to continue their education to the BSN level should be central for nurse executives in hiring positions to help non-BSN staff RNs interested in these positions to meet the BSN requirement for applying for jobs that they may qualify for, but do not possess the BSN degree. There was a definite connection between job requirement and promotion from all the research study participants.

Factors that influence transition to advanced roles by RN to BSN nurses, in three selected hospitals of Central-Uganda

BACKGROUND

Despite the global rise in the number of nurses upgrading from Registered Nursing (RN) to a Bachelor of Science in Nursing (BSN), studies have indicated that successful role transition is difficult once the nurses return to their previous workplaces. Guided by the Transitional Theory, this study investigates the factors that influence the transition from basic to advanced roles among RN to BSN nurses in Uganda, Africa.

METHODS

This study employed a descriptive correlational design. Using convenience sampling, fifty-one (51) RN to BSN nurses completed the semi-structured questionnaires.

RESULTS

All the study participants (100%) described themselves as having transitioned from RN to BSN role. In bivariate linear regression, personal factors that were found to predict successful role transition included holding a managerial role, being aware and prepared for the role transition, and positive role transition experiences. Role transition motivators that predicted successful role transition included: job promotion, internal desire for self-development, and career development. One community factor - that is the support of doctors/physicians during the RN to BSN transition - predicted unsuccessful role transition. Societal factors deterring successful role transition included lack of support from other colleagues and the perception that BSN learning was not applicable to the RN clinical setting. In multivariate linear regression, only sub-scales of personal factors such as advanced skills mastery and positive personal experiences predicted successful role transition.

CONCLUSION

The study suggests that personal factors influence successful role transition more than external factors.

Variation in academic preparation and progression of nurses across the continuum of care

BACKGROUND

Changing health care needs are driving new models of care that emphasize care coordination, health promotion, and disease management by registered nurses (RNs). A skill-mix favoring professional (baccalaureate or above) over technical (less than baccalaureate) education is promoted by national initiatives.

PURPOSE

To examine the academic preparation and progression of general practice RNs in practice settings across the care continuum.

METHOD

Secondary analyses of data from the Texas Board of Nurses RN Licensure databases in 2008 and 2014.

FINDINGS

Overall the professional skill-mix for general practice RNs improved from 47.1% to 50.2%. Disparities were identified in home health (31.6%), long-term care (27.8%) and nonmetropolitan areas (31.7%). Role change was the strongest correlate of academic progression.

DISCUSSION

Non-hospital and rural practice settings may be vulnerable to the effects of an undereducated RN workforce. More effective reimbursement policies and employer incentives are needed to drive academic progression and address disparities across practice settings.

Thirteen years and counting: Outcomes of a concurrent ASN/BSN enrollment program

In their 2011 report, The Future of Nursing, the Institute of Medicine called for 80% of the nursing workforce to be comprised of baccalaureate prepared Registered Nurses by the year 2020. One suggested approach to achieve this goal is the creation of programs that allow students to progress through associate and baccalaureate nursing preparation simultaneously. This paper describes the University of Central Florida's 13-year experience after implementing a Concurrent Enrollment Program. Development and structure of the program, advisement and curriculum details, facilitators and barriers are described. Data on National Council Licensure Examination for Registered Nurses pass rates, completion rates, comparison with traditional RN-BSN students, and progression to graduate school are also included. The Concurrent Program model described here between a specific university and state college partners, demonstrated positive outcomes that support achievement of the Institute of Medicine's goals.

Student Competency Perceptions From Associate Degree to Bachelor Degree Completion

BACKGROUND

A curriculum evaluation gap was addressed by exploring the final year of the Oregon Consortium of Nursing Education (OCNE) curriculum through student perception of competency and benchmark proficiency.

METHOD

Researchers used a mixed-methods design to explore RN to baccalaureate (RNBS) student self-assessment data on perceived benchmark proficiency. Students' written statements were coded into four attainment categories, ranging from not attained to strong.

RESULTS

Researchers categorized strong attainment in the competencies of intentional learning, relationship-centered care, and clinical judgment, with moderate attainment in ethics, communication, health care team collaboration, and reflection on self-care. Competencies related to leadership, practicing within a broader health care system, and application of evidence in practice had limited attainment.

CONCLUSION

The results support using attainment categories in the measurement of student self-reported competency. The findings could be used to support course and curriculum evaluation, student advising, and coaching, as well as to improve professional development opportunities for students moving through the curriculum. [J Nurs Educ. 2017;56(10):581-590.].

Knowledge and Competency of Nursing Faculty Regarding Evidence-Based Practice

The Institute of Medicine recommended that 90% of clinical decisions should be evidenced based by 2020. Both the IOM and the American Association of Critical-Care Nurses identified evidenced-based practice (EBP) as a core competency for practice. EBP can reduce costs, improve patient outcomes, and ensure optimal nursing interventions. Because nursing faculty may have deficits in knowledge, attitudes, and competencies to teach EBP, few nursing students conduct EBP reviews. The purpose of this project was to develop EBP educational resources to increase nursing faculty knowledge and competency of EBP in a southeastern college with both a multicultural faculty and student body. A pre- and postsurvey design using Stevens' ACE Star Model of Knowledge Transformation and Evidence Based Practice Readiness Inventory (ACE-ERI) determined the effectiveness of the educational intervention. Results indicated that faculty's self-confidence about their competency in EBP increased significantly from presurvey to postsurvey, t(17) = -2.04, p = .028, but there was no significant change from pretest to posttest, t(17) = -0.576, p =.572, for the EBP knowledge component of ACE-ERI. The results of the study suggest that educational programs for RN-to-BSN faculty are vital in increasing participant's readiness for EBP. J Contin Educ Nurs. 2016;47(9):409-419.

Influencing Commitment to BSN Completion: A Pilot Project Using Motivational Interviewing

The 2010 Institute of Medicine's Future of Nursing report posed recommendations to increase numbers of nurses with baccalaureate degrees or greater to 80%. This project engaged associate degree nurses in motivational interviewing focusing on finding and removing barriers to baccalaureate matriculation and completion. Results indicated a statistically significant influence on attitudes and return-to-school decision making and identified a qualitative theme: "I know more now… I could be a better nurse."

A Call for More Diploma Nurses to Attain a Baccalaureate Degree: Advancing the nursing profession in Oman

The healthcare needs of the Omani population are evolving, particularly with regards to changes in disease complexity, advances in technology and the enhanced delivery of healthcare services. Nurses now need to adapt to a fundamental shift in the provision of patient-centred care. In line with lifelong learning goals, registered nurses in Oman at the diploma level should seek to obtain a more advanced qualification, for instance a Bachelor of Science in Nursing, to ensure they possess the requisite skills and knowledge to keep abreast of new developments in healthcare management. Challenges involved in this transition and suggestions to overcome these potential obstacles are discussed in this article in order to inform nursing education stakeholders. Recommendations to ensure the success of bridging programmes are also suggested.