Practical Nurses' Lived Experience of Returning to School

Barriers and motivating factors for licensed practical nurses to pursue a bachelor's degree in nursing

BACKGROUND

Connecticut License Practical Nurses (LPNs) face unique challenges in pursuing higher education. Understanding these challenges is essential for addressing the current nursing shortage and enhancing the nursing workforce's educational level.

PURPOSE

This project aimed to identify the barriers preventing Connecticut LPNs from pursuing higher education and the factors motivating them to obtain a Bachelor of Science degree in Nursing (BSN) and Registered Nurse (RN) licensure.

METHOD

A survey was administered to 13,684 LPNs in Connecticut after Institutional Review Board (IRB) approval. Of these, 1791 LPNs consented to participate, with 1424 completing at least one survey question. The survey was designed to identify the top three motivators and barriers influencing LPNs' decisions to pursue further education.

RESULTS

The primary motivators identified were the desire for college credits for completed LPN coursework (96.7 %), a simplified BSN enrollment procedure (93.8 %), and potential salary increases (93.7 %). Conversely, the top barriers were current financial position (76.4 %), personal responsibilities (71.1 %), and the requirement to repeat previously taken courses (65.9 %). An unexpected finding was that 63 participants expressed readiness to immediately pursue a BSN degree, indicating a strong latent demand for advanced nursing education.

CONCLUSION

The study highlights the eagerness of LPNs to advance their education, contingent on receiving credit for previous coursework, financial aid, tuition reimbursement, and flexible schooling options. These findings suggest the need for tailored educational programs and support systems to facilitate LPNs' transition to higher educational levels, addressing both the motivators and barriers identified.

Nursing students' experiences of a post-licensure practical nurse bridging program: a qualitative systematic review

OBJECTIVE

The objective of this systematic review was to synthesize qualitative evidence on students' experiences of a post-licensure practical nurse to registered nurse bridging program.

INTRODUCTION

A worldwide shortage of registered nurses has prompted governments and educational institutions to develop alternate pathways to nursing licensure. One strategy used to increase the supply of registered nurses is bridging programs. Such programs grant practical nurses academic credit for previous educational and practical experience, which allows them to complete a bachelor of nursing degree in a shorter length of time. Understanding the experience of students enrolled in bridging programs will help identify their specific needs and the educational support needed for them to successfully transition into the registered nurse role.

INCLUSION CRITERIA

This review considered qualitative studies that examined the experiences of practical nurses enrolled in bridging programs. Studies published in English were included with no date limits applied to the searches.

METHODS

The literature search was conducted in CINAHL, MEDLINE, Embase, and ERIC. The search for unpublished articles included ProQuest Dissertations & Theses and GreyNet International. Papers were screened independently by 2 reviewers against the inclusion criteria. Papers that met the criteria were appraised using the JBI critical appraisal checklist for qualitative research. Key findings were extracted from the included studies using a standardized tool and classified as unequivocal or credible. The review followed principles of meta-aggregation in line with the JBI approach. The final synthesized findings were graded according to the ConQual approach for establishing confidence in the output of qualitative research synthesis.

RESULTS

Twenty-four studies, published between 1989 and 2020, were included in the review. A total of 83 findings were extracted and aggregated into 11 categories. From the 11 categories, 4 synthesized findings were developed and are summarized as: i) growth through professional advancement reflects that bridging students report personal growth and professional transformation when they return to school and study to become a registered nurse; ii) need for support indicates that bridging students recognize and appreciate a need to have positive support networks in their lives, mainly with their family, co-workers, and classmates; iii) expecting more reflects that, as adult learners with prior nursing experience, bridging students anticipate receiving more support from the educational institutions and higher levels of clinical expertise and competence amongst faculty than what is provided; and iv) finding balance indicates that bridging students struggle to balance and manage multiple roles and responsibilities in their lives as they return to school to study to become a registered nurse.

CONCLUSION

The findings of this review highlight that, as adult learners with prior nursing experience, when post-licensure practical nurses return to study there is often a need to balance multiple roles and responsibilities. It is with the support of family, co-workers, classmates, and faculty that bridging students are able to manage competing personal and academic demands. While many bridging students express disappointment with some of the learning opportunities and/or faculty expertise associated with the nursing program, they ultimately achieve growth through both personal and professional advancement upon program completion and becoming a registered nurse.

SYSTEMATIC REVIEW REGISTRATION NUMBER

PROSPERO CRD42021278408.

Facilitators and Inhibitors of LPN-to-RN Student Transition: A Cross-Sectional National Survey

AIM

The aim of the study was to describe the transition conditions (facilitators and inhibitors) encountered by licensed practical nurses in registered nurse educational programs (LPN-to-RN students).

BACKGROUND

LPN-to-RN students are important because they may increase diversity and numbers of RNs. However, no prior study has examined transition experiences of LPN-to-RN students across the United States.

METHOD

A cross-sectional survey of LPN-to-RN students was conducted using Meleis et al.'s transition theory.

RESULTS

Students (n = 873) from 131 nursing programs responded. The most common facilitators were personal motivation and believing the content taught was valuable; the most common inhibitors were juggling multiple responsibilities and personal stress levels. Several significant relationships between transition conditions and program/student characteristics were identified.

CONCLUSION

Faculty in LPN-to-RN programs can increase support for students by refining their own actions and addressing potential challenges when LPN and non-LPN nursing students share classes.

From practical nurse to bachelor of nursing student: bridging the transition

Background

A streamlined academic approach for career advancement is needed that allows practical or enrolled nurses to obtain a Bachelor of Nursing (BN) degree. One strategy in this approach is offering college-prepared Practical Nurses (PNs) the opportunity to transition into a baccalaureate program through a bridging course. Bridging initiatives serve as professional development opportunities for learners with personal growth and financial advantages on degree completion and enhance health and human resources for health care systems within national and international landscapes.

Objective and methods

A curricular model and strategies on how such a bridging course can be constructed are discussed in this article. The model integrates teaching and learning strategies as well as course sequencing, structure, and assessment strategies.

Results and conclusion

This innovative bridging curriculum offers Canadian and international nurse educators a programmatic guideline to create educational pathways for practical or enrolled nurses to obtain a baccalaureate degree. Completion of the bridging curriculum and BN program allow graduates to assume the RN role following a successful pass on the National Council Licensure Examination (NCLEX).