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Ringhofer Brown C, Elliott B, Gipson CS, Holmstrom J, Stallings D. RN-to-BS Nursing Education Research: A Scoping Review. Nurs Educ Perspect 2024; 45:219-224. [PMID: 38265081 DOI: 10.1097/01.nep.0000000000001228] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/25/2024]
Abstract
AIM The purpose of this scoping review was to examine the extent, range, and nature of RN-to-BS nursing education research. BACKGROUND The state of nursing education science specific to RN-to-BS education is not available. METHOD Scoping review methodology was used to identify categories and types of published research related to RN-to-BS nursing education. RESULTS Eight categories were identified across the 41 articles that met the inclusion criteria: teaching strategies ( n = 11), curriculum ( n = 9), enrollment/retention ( n = 8), benefits of a bachelor's degree ( n = 4), student characteristics ( n = 3), professional values ( n = 2), role transition ( n = 2), and faculty/student expectations ( n = 2). CONCLUSION Opportunities exist for researchers to study RN-BS students and faculty to better support evidence-based teaching practices and faculty development needs relevant for the increasingly hybrid and online student populations.
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Affiliation(s)
- Cindy Ringhofer Brown
- About the Authors Cindy Ringhofer Brown, DNP, RN, PHN, RDN, is associate professor and director, RN-to-BS Program, Department of Nursing, The College of St. Scholastica, Duluth, Minnesota. Brenda Elliott, PhD, RN, CNE, ANEF, is assistant professor and coordinator of MSN, CAGS, and RN-to-BSN programs, Department of Nursing, Messiah University, Mechanicsburg, Pennsylvania. Christine S. Gipson, PhD, RN, CNE, is associate professor and Accredited Provider Program Director, The University of Texas at Tyler, Tyler, Texas. Jill Holmstrom, EdD, MSN, RN, COS, CNE-cl, is professor and co-chair, School of Nursing and Healthcare Leadership, Minnesota State University Moorhead, Moorhead, Minnesota. Devita Stallings, PhD, RN, FAAN, is associate professor, Trudy Busch Valentine, School of Nursing, Saint Louis University, St. Louis, Missouri. The authors acknowledge Michael Skinner, librarian at The University of Texas at Tyler, for his assistance in their literature search. For more information, contact Dr. Brown at
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Lou J, Chen H, Li R. Emotional Intelligence Scale for Male Nursing Students and Its Latent Regression on Gender and Background Variables. Healthcare (Basel) 2022; 10:healthcare10050814. [PMID: 35627951 PMCID: PMC9141584 DOI: 10.3390/healthcare10050814] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2022] [Revised: 04/26/2022] [Accepted: 04/26/2022] [Indexed: 02/01/2023] Open
Abstract
This study aimed to develop an emotional intelligence (EI) scale for male nursing students and investigate its associations with gender, age, religious beliefs, and father’s and mother’s education level. We recruited 384 male nursing students in Taiwan to construct an EI scale comprising 16 items with four factors: recognizing the emotions of others, emotional self-awareness, self-emotional expression, and self-emotional management. The scale had factor loadings of 0.64−0.80. The reliability coefficients for the subscales ranged from 0.80 to 0.84, while that for the total scale was 0.93. We also recruited 402 female nursing students for comparison. Latent multiple regression of the EI factors showed that male students had higher self-emotional expression but lower self-emotional management than females. Age was negatively associated with self-emotional management for both genders. Religious beliefs were negatively associated with emotional self-awareness in male students, and with recognizing the emotions of others in females. Father’s and mother’s education had no association with EI in male students; however, father’s education was positively associated with all EI factors in females, and mother’s education was negatively associated with recognizing the emotions of others and self-emotional expression. These results provide insight into male nursing students’ EI and the background variables influencing EI.
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Affiliation(s)
- Jiunnhorng Lou
- Department of Nursing, Hsin Sheng College of Medical Care and Management, Taoyuan 325004, Taiwan; (J.L.); (H.C.)
| | - Hsiaochi Chen
- Department of Nursing, Hsin Sheng College of Medical Care and Management, Taoyuan 325004, Taiwan; (J.L.); (H.C.)
| | - Renhau Li
- Clinical Psychological Room, Chung Shan Medical University Hospital, Taichung 40201, Taiwan
- Department of Psychology, Chung Shan Medical University, Taichung 40201, Taiwan
- Correspondence:
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