RN-BSN education: 21st century barriers and incentives

Abstract

Qualitative using phenomenological inquiry. Methods Purposive sample of six RN-BSN students participated in focus group interviews. Data were analysed using Colaizzi's phenomenological method. Incentives included: (1) being at the right time in life; (2) working with options; (3) Achieving a personal goal; (4) BSN provides a credible professional identity; (5) encouragement from contemporaries; and (6) user-friendly RN-BSN programmes. Barriers included: (1) time; (2) fear; (3) lack of recognition for past educational and life accomplishments; (4) equal treatment of BSN, ASN and diploma RNs; and (5) negative ASN or diploma school experience. RN-BSN educational mobility is imperative as: (a) 70% of practicing RNs (USA) are educated at the ASN or diploma level; (b) nurse academicians and leaders are retiring in large numbers; and (c) research links BSN-educated RNs with improved patient outcomes. RN-BSN educational mobility is imperative to nurse managers and nurse administrators because: (a) research links BSN-educated RNs with improved patient outcomes; (b) nurse leaders and academicians are retiring in large numbers; and (c) approximately 70% of practicing RNs (USA) are educated at the associate degree or diploma level with only 15% moving on to achieve a degree past the associate level. Measures to foster incentives and inhibit barriers (caring curricula and recognition of different educational levels) should be implemented at all levels of nursing practice, management and academia.