Adult student satisfaction in an accelerated RN-to-BSN program: a follow-up study

Academic Advising at the Faculty of Medicine, University of Gezira During 2021-2022

Background Since its inception, the Faculty of Medicine at Gezira University has recognized the critical role of academic advising in supporting student success. This commitment translates into a well-established advising system, fully integrated into the academic regulations and subject to continuous evaluation and improvement for maximum effectiveness and relevance. Regular orientation sessions ensure that both faculty and students are equipped to make the most of this valuable resource. However, medical students navigate a demanding path filled with unique challenges that require a robust advising program. While Gezira University has built a strong foundation, it is important to identify potential areas for further development and address any existing barriers that may prevent the system from reaching its full potential. This study was conducted to assess the academic advising program at the Faculty of Medicine, University of Gezira during the academic year 2021-2022. Methodology In this cross-sectional study, self-administered questionnaires were distributed among academic advisors and a sample of students at the Faculty of Medicine, University of Gezira. The advisors' questionnaire inquired about their specialty, experience in teaching and academic advising, and other variables related to advising commitment, satisfaction, and interventions that can improve the advisors' performance. The students' questionnaire inquired about their batches, sex, grade point average, orientation about academic advising, communication with the advisor, satisfaction, and challenges facing the advising process. Results The study enrolled 70 advisors and 502 students. Most advisors were satisfied (65.7%, n = 46). The challenges facing academic advisors included the non-interest of students and inadequate training (68.6%, n = 48), lack of proper settings (65.7%, n = 46), and shortage of faculty members (60%, n = 42). About 52% (n = 261) of the students showed overall satisfaction with the advising service. The most perceived challenges by students were the difficulty of coordinating meetings (71.9%, n = 361), non-interest of the advisors (46%, n = 231), lack of benefit (16.9%, n = 85), and non-orientation of the advisors about academic rules (13.7%, n = 69). Conclusions The main challenges faced by academic advisors were students' lack of interest and inadequate training, lack of appropriate settings, and lack of faculty members, while students' perceived challenges were difficulty in coordinating meetings, advisors' lack of interest, lack of benefit, and advisors' lack of orientation to academic rules. The causes underlying the advisors' and students' dissatisfaction with academic advising should be addressed to increase their satisfaction rates. The reported barriers can be overcome by implementing an advisors' training plan, reducing their workload, using technology, and orienting the students about the importance of academic advising and the benefits they can gain.

Students' perspectives of factors related to delayed completion of online RN-BSN programs

BACKGROUND

There are multiple educational programs for individuals to become registered nurses (RNs), and the transition from an associate degree or diploma to a Bachelor of Science in Nursing (BSN) degree is vital to healthcare. This study examined the factors contributing to delayed completion or withdrawal from online RN-BSN nursing programs from students' perspectives.

METHOD

Thematic content analyses were conducted on qualitative data obtained from semi-structured interviews (N = 26).

RESULTS

Complex factors contributed to delayed completion of online RN-BSN programs, including student-, institutional-, and faculty-related factors.

CONCLUSION

This study validated and extends previous studies without delineating students in fully online programs from hybrid and face-to-face programs. Students, faculty, and institutions all have a role to play in facilitating on-time program completion. Recognizing and mitigating the barriers that delay on-time program completion is required to foster nurses to obtain a BSN degree.

Nursing students' satisfaction with the curriculum: An integrative review

BACKGROUND

Student satisfaction is one indicator of quality in higher education, allowing access to funding and coming with repercussions on student performance. This theme is considered complex and highly studied; however, in the nursing literature, there are no studies that summarize and combine the variables and predictors of satisfaction, as well as the existing conceptual models.

PURPOSE

The purpose of this study is to define the following: 1) nursing students' academic satisfaction, 2) the existing theoretical models, 3) the academic satisfaction trend during the course, 4) the differences in academic satisfaction level between nursing student characteristics, and 5) the variables involved in the satisfaction process.

METHODS

An integrative review using Whittemore and Knafl's (2005) methodologies was conducted. The electronic databases CINAHL, PubMed, Cochrane, and Scopus were used. Two reviewers independently conducted the quality appraisal of the selected studies using the checklist proposed by Edwards (2015) and the Joanna Briggs Institute (JBI) tool.

FINDINGS

Nineteen papers were included. The articles were published between 1990 and 2018.

CONCLUSIONS

The review highlights the lack of a shared conceptual framework to guide the empirical research in the nursing degree field. Four dimensions that predict satisfaction with the curriculum have been identified: faculty, curriculum, social, and development.

The experiences of diploma registered nurses returning to undergraduate study in Qatar: A descriptive qualitative study

BACKGROUND

Qatar aspires to provide world-class healthcare comparable with Western countries. Compelling evidence demonstrating the positive effects of bachelor of nursing (BN) educated nurses on patient outcomes is creating a global demand for these graduates, particularly in contexts such as Qatar where historically RN-to-BN programs were unavailable.

OBJECTIVE

The aim of this study was to examine the return to education experiences of diploma educated registered nurses (RNs) undertaking a bachelor program.

METHODS

This descriptive qualitative study included 19 diploma educated registered nurses enrolled in a BN program in a Qatar campus of a Canadian university. Focus groups and thematic analysis were used.

RESULTS

Three major themes described RNs' experiences of returning to education: the right time, balancing act and rewards. The convergence of timing, BN program availability and employer sponsorship were significant levers. Returning to education was challenging and required balancing competing demands of work, home, and study. The exposure to enquiry-based learning required rapid development of study skills to enable learning. Previous education was often seen as incongruent with requirements for academic success. A notable omission from accounts was reference to professional identity. Undertaking the program brought returns such as increased self-esteem, enhanced knowledge and potential for career progression. Organizational culture and commitment appeared to impact on students' experience.

CONCLUSIONS

Completing a BN program was reward for the challenges engendered by returning to education. Effective partnerships and structural support between academic and service providers are required to ensure the benefits of BN attainment become embedded and impact on professional identity.

Development and psychometric properties of student perceptions of an online course (SPOC) in an RN-to-BSN program

BACKGROUND AND PURPOSE

Despite the rapid growth in offering online RN-to-BSN programs, limited information is available on student perception of online courses. The aims were to develop and to evaluate Student Perceptions of an Online Course (SPOC) scale.

METHODS

A quantitative study using a two-phase methodological design was applied. A convenience sample of 201 RN-to-BSN students was used to establish internal consistency and evidence of validity including exploratory factor analyses.

RESULTS

Three factors of student engagement, organization, and resources were verified. The overall SPOC had high reliability with Cronbach's alpha =0.98.

CONCLUSIONS

The SPOC is valid and reliable. It can be used in research and quality assurance/improvement work on the delivery of online nursing education.

Academic advising in undergraduate education: A systematic review

OBJECTIVES

The aim of this review is to describe academic advising schemes at the undergraduate level, examine the perspectives of advisors and advisees towards the schemes, and explore the implications of academic advising in undergraduate and nursing education.

DESIGN

A systematic review was conducted of the protocol of PRISMA-P.

DATA SOURCES

Six electronic databases were searched for journal articles, namely, Academic Search Premier, CINAHL, ERIC, Medline, Teacher Reference Center, and Scopus.

REVIEW METHODS

A total of 6189 articles were examined, and 37 empirical studies were included in the final review. The Mixed Methods Appraisal Tool (MMAT) was used to assess the eligibility of studies for inclusion in the review.

RESULTS

The review involved summarizing and categorizing the components of existing academic advising schemes, analysing the perspectives of advisors and advisees, and identifying four aspects of the perspectives of advisees: their experiences, preferences, benefits gained from the scheme, and barriers to seeking help from advisors. Six issues relating to academic advising schemes were discussed: insufficient information about the schemes, the means of communication used in the process of advising, the issue of time management for both advisors and advisees, a lack of training for advisors, the evaluation of the outcomes of advising, and the implications for nursing education.

CONCLUSIONS

Advisors and advisees held positive views of the scheme. Academic advising benefited students and advisors, even as some barriers were identified. It is suggested that sufficient training, better time management, and the utilization of different tools for communication are needed to increase the effectiveness of academic advising. Further studies should be conducted to investigate the effects of different elements of the scheme on the outcome of advising.

Kaj študente zdravstvene nege motivira za učenje in kako ocenjujejo simulirano klinično usposabljanje

Uvod: Način in organiziranost študija, dostopnost do gradiv, odnos do študentov in študijska klima lahko vplivajo na zunanjo motivacijo študentov. Namen raziskave je bil ugotoviti motivacijske dejavnike za študij pri študentih zdravstvene nege in kakšen pomen pripisujejo simuliranemu kliničnemu usposabljanju. Metode: Raziskava je potekala leta 2011 na Zdravstveni fakulteti Univerze v Ljubljani. Uporabljena je bila opisna kvantitativna metoda dela, podatki so bili zbrani z anketiranjem študentov drugega in tretjega letnika zdravstvene nege. Pri raziskavi je sodelovalo 159 naključno izbranih študentov, uporabili smo strukturiran vprašalnik in petstopenjsko lestvico. Vprašalnik je bil razdeljen na tri sklope: motivacija, zadovoljstvo in stroški študija. Podatki so bili analizirani z opisno in bivariatno statistiko. Rezultati: Želja po pridobivanju dodatnega znanja (x = 4,3) in želja po višji izobrazbi (x = 4,26) sta se najvišje uvrstila na petstopenjski lestvici motivacijskih dejavnikov. Nekaterih negovalnih intervencij študentje na kliničnem usposabljanju še niso imeli možnosti izvesti (x = 3,97), menijo pa, da je bilo v simuliranem kliničnem okolju dovolj časa za izvajanje negovalnih intervencij (x = 1,91). Diskusija in zaključek: Študentje so visoko notranje motivirani za študij zdravstvene nege. Menijo, da je simulirano klinično usposabljanje pomembno za pridobivanje teoretičnih in praktičnih znanj.

The RN to BSN Transition: A Qualitative Systematic Review

Approximately 60% of registered nurses (RNs) still enter practice with an associate's degree or diploma in nursing (ADN). Due to recommendations to change entry level to practice to the bachelor's degree in nursing (BSN), there are now more than 700 RN to BSN programs in the United States. The purpose of this qualitative systematic review was to understand more about what occurs when an RN returns to school for a BSN and to develop a model of the transition. The qualitative findings of 19 research reports were included, which translates to approximately 445 RNs' perspectives on the RN to BSN transition. A visual representation of the RN to BSN transition was also generated. A seamless transition of the RN to a BSN does not exist at this time. The results are useful to nurses, academicians, and health care organizations as they move to meet current recommendations.

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.

Comparison of students' perceptions of educational environment in traditional vs. accelerated second degree BSN programs

BACKGROUND

Students' perceptions of their academic learning environment have been found to be related to their approaches to learning and learning outcomes. Educational environment is just beginning to be researched in nursing education with the vast majority of studies focusing on the clinical educational environment. Accelerated Bachelor of Science in Nursing (ABSN) programs for students who have obtained a bachelor degree are a popular nursing pedagogue. These programs are instituted on the belief that degreed students have the ability to be successful in a demanding program, are older, are adult learners and tend to be more motivated than their traditional counterparts. There is a paucity of research exploring the differences in student perceptions of the educational environment between the traditional and accelerated programs.

OBJECTIVE

Explore students' perceptions of the educational environment in the traditional and ABSN programs within an institution and determine any differences.

DESIGN

Comparative descriptive study.

SETTING

Private school of Nursing in the Southwest.

PARTICIPANTS

Convenience sample of 24 ABSN and 38 traditional graduating senior students.

METHODS

Invited students completed the Dundee Ready Education Environment Measure through the online survey application Qualtrics. An independent t-test was used to compare the scores.

RESULTS

A total of 62 students completed the survey for an overall response rate of 57%. No statistical difference was found in students' perceptions of academic environment between the two groups on the total score. However, there was a statistically significant difference on the sub-domain pertaining to atmosphere and there were significant differences on 6 out of 50 individual items.

CONCLUSIONS

The results of this study indicate that, taken in its entirety, there was no significant difference in student perception of educational environment between the traditional and accelerated cohorts at this institution as measured by the DREEM tool. However, there was a significant difference between the two cohorts within the student perception of Atmosphere sub-domain and on seven individual items. The DREEM tool was found to be a reliable instrument to determine students' perceptions of educational environment.

Marketing profissional e visibilidade social na enfermagem: uma estratégia de valorização de recursos humanos

No cenário internacional percebe-se um movimento de valorização da enfermagem entre as profissões de saúde, utilizando, para tal, ferramentas de marketing profissional. Por meio de revisão integrativa da literatura discutimos o marketing como ferramenta para o incremento da visibilidade da enfermagem. Utilizamos as bases LILACS, MEDLINE, Web of Science e SciELO. Foram selecionadas publicações que relacionavam o marketing à enfermagem, no período de 2000 a 2010. Encontramos 91 artigos e, após leitura exaustiva dos títulos e resumos, foram selecionadas oito publicações que abordaram, em sua maioria, o uso dos meios de comunicação em massa como estratégia de marketing da profissão para promoção de saúde e imagem profissional veiculada em meios como a internet e a televisão. O tema é pouco explorado na pesquisa em enfermagem, mas há perspectivas de avanços, pelo interesse que desperta e pelo reconhecimento crescente de sua importância.