Abstract
<p><em>The complex profession of nursing requires the practitioner to be knowledgeable, skilled, and autonomous. It is estimated in the USA 36.8 percent of nurses hold degrees at the baccalaureate level and above. Evidence indicating baccalaureate-degreed nurses are better prepared to meet the demands of this complex profession has led to policymakers and practice leaders touting the importance of this degree. RNs are seeking the BSN degree in increasing numbers. However, due to family, work, and personal time constraints, traditional means of education may not be a viable option for many, and distance learning provides an alternative for students who might not be able to pursue degrees. The number of RN-BSN online education programs has increased significantly over the last decade. There is a great deal of research regarding the efficacy of these programs but little research exists regarding the learning experiences RN-BSN students have in these programs. The intent of this research study was to examine the structure of the learning experiences of RN-BSN students participating in online education programs. To accomplish this goal, data were obtained from 11 interviews with RN-BSN online education students about their perceptions and assumptions before beginning their coursework, and their perceptions and actual experiences, as well as, perceived challenges after experiencing the programs.</em></p>
Highlights
Nursing is the USA’s largest health care profession, with more than 3.1 million registered nurses nationwide (Health Resources and Services Administration, 2010)
The American Organization of Nurse Executives has recommended a nationwide effort to substantially expand the availability of baccalaureate nursing programs, citing a growing body of research supporting the relationship between the levels of nursing education and both the quality and safety of patient care (American Organization of Nurse Executives (AONE), 2015)
4.1 Assumptions/Preconceptions From the cluster of themes presented, the data suggest that the majority (45%) of RN-BSN online education/online nursing students entered the program not knowing what to expect
Summary
Nursing is the USA’s largest health care profession, with more than 3.1 million registered nurses nationwide (Health Resources and Services Administration, 2010). In 2003, the National Advisory Council of Nursing Education and Practice strongly proposed naming the baccalaureate preparation program as the preferred path for registered nurses to enter the health care system, thereby ensuring a work force that is competent to meet today’s and tomorrow’s complicated demands. The AACN indicated nine specific and essential elements for baccalaureate nursing education: (a) liberal education for baccalaureate generalist nursing practice; (b) basic organization and leadership skills for quality care and patient safety; (c) scholarship for evidence-based practice; (d) information management and patient care technology; (e) healthcare policy, finance, and regulatory awareness; (f) communication and collaboration for improvement of patient health outcomes; (g) clinical prevention and population health; (h) professionalism and professional values; and (i) baccalaureate generalist nursing practice. The expert committee charged with preparing the evidence-based recommendations in this report state that to respond, “to the demands of an evolving health care system and meet the changing needs of patients, nurses must achieve higher levels of education”.
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