Abstract
The purpose of this scoping review was to examine the extent, range, and nature of RN-to-BS nursing education research. The state of nursing education science specific to RN-to-BS education is not available. Scoping review methodology was used to identify categories and types of published research related to RN-to-BS nursing education. Eight categories were identified across the 41 articles that met the inclusion criteria: teaching strategies ( n = 11), curriculum ( n = 9), enrollment/retention ( n = 8), benefits of a bachelor's degree ( n = 4), student characteristics ( n = 3), professional values ( n = 2), role transition ( n = 2), and faculty/student expectations ( n = 2). Opportunities exist for researchers to study RN-BS students and faculty to better support evidence-based teaching practices and faculty development needs relevant for the increasingly hybrid and online student populations.
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