Perspective Transformation in RN-to-BSN Distance Education

Changing Practice Through Meaningful Assignments: Ideas for Supporting RN-BSN Students

Although nurses entering RN-BSN programs often perceive that earning the BSN will be of little benefit, upon completion, they do believe they have made professional gains, demonstrating that they have experienced a change in perspective. Mezirow's theory of perspective transformation can guide educators to develop learning activities that allow RN-BSN students to find meaning in the BSN degree while enrolled in a program, rather than after the program has been completed. Examples of learning activities and student reflections are provided.

The impact of an online learning platform about nursing education on enrolled nurse preceptor teaching capabilities: a pre-post-test evaluation

BACKGROUND

Enrolled nurses (ENs) across Australia precept nursing students in the clinical field. Yet learning about the preceptoring role is not widely available to ENs. Educational innovation: EN's in this study participated in a professional development project that utilised the material of an online learning resource, originally designed to inspire clinical registered nurses (RNs), and RN teachers, to develop teaching innovations in their role.

AIM

The aim of this paper is to report the results of a pre-post-test questionnaire designed to evaluate the impact of the professional development intervention.

RESULTS

The analysis showed high scoring means with many items in the questionnaire statistically significant (p < .05, CI 95%).

CONCLUSION

Results indicated positive differences in a number of teaching capabilities between pre- and post-test scores. This suggests ENs appreciate education that extends beyond clinical skills and that professional development should include the nursing education role.

Learning and the transformative potential of citizen science

The number of collaborative initiatives between scientists and volunteers (i.e., citizen science) is increasing across many research fields. The promise of societal transformation together with scientific breakthroughs contributes to the current popularity of citizen science (CS) in the policy domain. We examined the transformative capacity of citizen science in particular learning through environmental CS as conservation tool. We reviewed the CS and social-learning literature and examined 14 conservation projects across Europe that involved collaborative CS. We also developed a template that can be used to explore learning arrangements (i.e., learning events and materials) in CS projects and to explain how the desired outcomes can be achieved through CS learning. We found that recent studies aiming to define CS for analytical purposes often fail to improve the conceptual clarity of CS; CS programs may have transformative potential, especially for the development of individual skills, but such transformation is not necessarily occurring at the organizational and institutional levels; empirical evidence on simple learning outcomes, but the assertion of transformative effects of CS learning is often based on assumptions rather than empirical observation; and it is unanimous that learning in CS is considered important, but in practice it often goes unreported or unevaluated. In conclusion, we point to the need for reliable and transparent measurement of transformative effects for democratization of knowledge production.

Improving the adoption of evidence-based practice through RN-to-BSN education

BACKGROUND

Although enrollment in RN-to-BSN degree completion programs has grown profoundly, a dearth of literature exists regarding the impact of RN-to-BSN education and the adoption of evidence-based practice (EBP). This study examined the elements of RN-to-BSN education that improve the awareness and adoption for EBP.

METHOD

A mixed methods meta-synthesis was conducted using qualitative, textual-narrative, and descriptive research studies. Data from six articles were analyzed, using standardized critical appraisal instruments.

RESULTS

Two findings were identified. First, EBP skills for RN-to-BSN students are influenced by exposure to educational partnerships, contextual teaching and learning, and practice experiences. Second, barriers to adoption exist for RN-to-BSN students, which limit advances in nursing practice.

CONCLUSION

A variety of contextual teaching and learning strategies can provide empowerment for RN-to-BSN students to adopt EBP in their practice. Forming partnerships in creating EBP experiences may set the stage for RN-to-BSN leadership opportunities in today's health care system.

Perceptions of distance education among nursing faculty members in North America

A strategy to increase access to nursing education, train nurses for practice, and prepare future nurse educators is distance education. Faculty member shortages are cited as the main reason for not accepting qualified applicants. Faculty members are the core of nursing education. In order to address nursing faculty members' concerns regarding distance education and to assist in faculty member recruitment, retention, growth, and development in order to improve and enhance the quality of distance education, one must answer the question: What are nursing faculty members' perceptions of distance education in nursing? Utilizing a number of databases to locate research specific to this topic, this article provides an integrative review of the nursing literature to ascertain the faculty members' perspective of distance education. The research was analyzed, findings summarized, and limitations mentioned. Utilizing a brief supplementary review of the literature, the implications, recommendations, and need for future research are discussed.

Professional Commitment in RN-BSN and Basic BSN Students

This program evaluation study compared the outcome of professional commitment in RN-BSN, full-time basic, and part-time basic nursing students using the Health Care Professional Attitude Inventory. Students' responses did not differ on a pretest during the first course of the nursing major. Posttest professional commitment scores differed significantly. Faculty reviewed student performance and considered revising the evaluation plan of the undergraduate nursing program.

The RN–BSN Distance Education Experience: From Educational Limbo to More Than an Elusive Degree

This study describes a qualitative study designed to gain an understanding of professional growth as experienced by RN-BSN students taking their program by distance delivery. A convenience sample of senior students enrolled in an RN-BSN program, taking their classes either by live televised broadcast or by online instruction, volunteered to participate in the study. Data were collected through the use of online student discussions that took place over a 2-week period. The discussion was guided by the use of a semistructured interview schedule and facilitated by one member of the research team. Interview questions were posted every 2 to 3 days; additional questions were posted as threads as discussion board comments warranted. RN-BSN students described their pursuit of a BSN as a journey of being and becoming a professional. Although students already felt "professional," the impetus for the journey could be traced to the overriding theme of "falling short as a professional." RN-BSN students described their beginning journey toward the baccalaureate degree as an "educational limbo," out of which they moved with discovery of the RN-BSN distance program. What began as pursuit of an elusive degree that was expected to produce minimal change became more as RN-BSN students evolved as professionals along many dimensions. The implications of these findings for the development and design of curricular and pedagogical approaches to better serve the needs of this unique group of learners will be addressed.

The Professional Socialization of Graduating Students in Generic and Two-Plus-Two Baccalaureate Completion Nursing Programs

This non-experimental, descriptive study explored the differences in professional socialization between graduating students of two-plus-two baccalaureate completion nursing programs and generic baccalaureate nursing (BSN) programs. The survey population was graduating students from NLN-accredited baccalaureate nursing programs in a 15-state region. Autonomy, noted as a mark of professionalism, was measured by the Nursing Activity Scale developed by Schutzenhofer. No significant difference was found between the level of professional socialization of graduating students of two-plus-two baccalaureate completion nursing programs and generic BSN programs. No significant difference was found in professional socialization between students from the two basic RN education programs prior to BSN completion. A positive, but not significant, correlation was found between professional socialization and years of employment as an RN. No significant relationship was found between professional role socialization and area of major nursing experience for the baccalaureate completion nursing students.

Clinical Nursing Competence of RN-to-BSN Students in a Nursing Concept-Based Curriculum in Taiwan

This 3-year longitudinal study used a questionnaire to evaluate the clinical nursing competence of RN-to-BSN students in a nursing concept-based curriculum in Taiwan. The research sample consisted of 52 full-time and 69 part-time RN-to-BSN students. A four-dimensional Clinical Nursing Competence Questionnaire was developed to measure student caring, communication/coordination, management/teaching, and professional self-growth competence. Results indicated full-time students' scores on self-evaluations of overall clinical nursing competence significantly increased with each successive evaluation (p < .05). The scores of part-time students fell significantly with successive evaluations, with the exception of professional self-growth competence (p < .01). Instructor evaluations generally showed no significant difference between the two groups. Student self-evaluations were significantly higher than instructor evaluations (p < .05). The results of this study may serve as a reference for nurse educators developing curricula for RN-to-BSN education.

A Strategy for Involving On-Campus and Distance Students in a Nursing Research Course

BACKGROUND

Teaching research at the undergraduate level can be a challenge. This is particularly true for distance education courses, in which students often feel isolated from each other and from faculty. Faculty teaching on-campus and distance education research courses designed a student research project and a method for bringing distance and on-campus students together to present their research findings.

METHOD

By actively engaging students in the research process and providing an on-campus research day for the presentation of student posters (Year 1) and research papers (Year 2), course faculty were able to achieve their two goals of directly involving students in the nursing research process and creating a greater student sense of belonging within the college learning community.

RESULTS

Statistical analysis of an evaluation survey among on-site and off-site registered nurse to bachelor of science in nursing students indicated both groups ranked the Year 1 poster research day as good to very good. Students attending the Year 2 research day, where they presented papers, ranked the day as good. Statistical analysis indicated a significant difference between the two research days, with a clear student preference for posters.

CONCLUSION

Students valued their active participation in the research process and the opportunity to get together and present their work. However, students clearly preferred a poster presentation format to presenting their findings as a research paper.