Abstract
BackgroundSuccess in completing an RN to BSN program largely depends on program quality, flexibility, and accessibility, as well as faculty ability to help students navigate several complex factors. Research specific to the RN-BSN student experience suggests that faculty teaching in RN-BSN programs must be respectful of diverse learners' needs, mindful to avoid bias and reduce stigma, and capable in creating equitable learning spaces. Faculty must also make content relevant to support immediate use by students in the workplace. Yet, little is known about faculty's actual experiences teaching RN-BSN students. PurposeThe study purpose was to describe nurse faculty experiences teaching RN-BSN students. MethodsA qualitative descriptive design, informed by naturalistic inquiry was used to address the study purpose. FindingsRN-BSN faculty (N = 15) from across the United States participated in semi-structured interviews. Faculty preparation to teach RN-BSN students varied widely. Three themes, one with two sub-themes, emerged from the participant data. ConclusionsFaculty teaching in RN-BSN programs needs adequate preparation and resources aimed at supporting student learning. Recommendations include suggested policies, practices, and resources to support faculty teaching RN-BSN students.
Published Version
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