Associate Degree In Nursing Program Research Articles

Associate Degree to Baccalaureate Nursing Degree: Dual Enrollment in an Asynchronous Online Program.

Without formal collaboration with community colleges, a summer dual enrollment program was designed for associate degree in nursing (ADN) students to complete asynchronous online baccalaureate nursing (BSN) courses. The program aimed to reduce the time for BSN degree completion and increase the proportion and diversity of BSN nurses. Students enrolled in BSN courses during their ADN program completed up to seven courses during three summers, with seamless matriculation into the BSN program. A longitudinal study explored the demographics and experiences of students from 32 ADN programs. There was greater diversity of dual-enrolled students compared with the RN workforce in the state. Students were satisfied with the program and were able to apply their BSN knowledge when completing their prelicensure courses; however, some found students faced challenges in financing their education. The study and subsequent program growth demonstrated the feasibility of using this approach to engage ADN students earlier in their educational journey. [J Nurs Educ. 2023;62(11):606-613.].

The Scope of LGBTQIA+ Health Content in Prelicensure Nursing Curricula

Background: Little is known about the status of lesbian, gay, bisexual, transgender, queer or questioning, and inter-sex and asexual (LGBTQIA+) health content in prelicensure nursing curricula. This study explored curricular and pedagogical practices of LGBTQIA+ health content in nursing curricula in the United States. Design: A quantitative, cross-sectional comparative descriptive design was implemented. Method: Stratified random sampling was used to email a survey to deans and administrators of prelicensure associate degree in nursing (ADN) and baccalaureate nursing (BSN) programs. Results: Private ADN programs included more LGBTQIA+ health content than BSN programs and more LGBTQIA+ health content than public ADN programs in nursing curricula. Conclusion: Although progress has been made to include LGBTQIA+ health content in nursing curricula in the U.S., creative educational strategies can be used to help meet the varying needs of different programs. [ J Nurs Educ . 2023;62(11):623–630.]

Comparative Study Between Associate Degree Nursing and Bachelor of Science Students for Adopting Case-Based Learning in Medical-Surgical Nursing.

Despite the important gains of using case studies to engage and enhance student learning, research documenting student satisfaction of using online case studies is limited, especially a comparison between Associate Degree in Nursing (ADN) and Bachelor of Science in Nursing (BSN) programs. Comparisons in perception of enhanced learning using online case-based studies were explored between students enrolled in ADN and BSN programs during medical-surgical courses as case-based learning can be used to support clinical decision making when clinical placements are lacking. A survey was administered during medical-surgical classes for 110 BSN students and 79 ADN students. Questions were asked about enhanced learning, individual case satisfaction, and overall satisfaction using online case studies. Using descriptive statistics and t-test analyses, results showed that ADN student's perceptions of the exercises were more positive, useful, and more applicable to education. However, no difference in enhanced learning was observed between the ADN and BSN groups. Regardless of BSN or ADN student status, all nursing students expect their education to relate to both theory and practice in the clinical setting. Online case studies enhance and emphasize critical thinking to adapt to constantly changing, complex situations congruent with the American Association of Colleges of Nursing (AACN) Essentials Domain 1: knowledge for nursing practice and Domain 2: person-centered care.

Examining the racial and ethnic diversity of associate degree in nursing programs by type of institution in the US, 2012–2018

BackgroundIncreasing nursing workforce diversity is essential to quality health care. Associate Degree in Nursing (ADN) programs are a primary path to becoming a registered nurse and an important source of nursing diversity. PurposeTo examine how the number of graduates and racial/ethnic student composition of ADN programs have changed since the Institute of Medicine's recommendation to increase the percentage of bachelor's-prepared nurses to 80%. MethodsUsing data from the Integrated Postsecondary Education System, we analyzed the number of graduates and racial/ethnic composition of ADN programs across public, private not-for-profit, and private for-profit institutions, and financial aid awarded by type of institution from 2012-2018. DiscussionRacial/ethnic diversity among ADN programs grew from 2012-2018. Although private for-profits proportionally demonstrated greater ADN student diversity and provided financial aid institutionally to a higher percentage of students, public schools contributed the most to the number and racial/ethnic diversity of ADN graduates. ConclusionGiven concerns regarding private for-profits, promoting public institutions may be the most effective strategy to enhance diversity among ADN nurses.

Nursing Students’ and Teachers’ Perspectives on Clinical Education in Kuwait

Clinical education is the heart of nursing curriculum. An insight into the different perspectives could facilitate its improvement. AIMS : This descriptive, cross-sectional study aims to assess the nursing students’ and teachers’ perspectives on clinical education in Kuwait. METHODS: The study includes all faculty members of the Bachelor and Associate Degree in Nursing Programs from the College of Nursing, Kuwait (16 teachers and 12 trainers) and 120 students selected through convenient sampling from levels one to five of the Associate Degree in Nursing Program. Data were collected through self-administered questionnaire and were analyzed using the Statistical Package for Social Sciences (SPSS) version 22. Aside from descriptive statistics, T-test was utilized to compare the students’ perspectives with that of the teachers. ANOVA was used to determine any difference in the perspectives according to various factors . A significant p-value was set at less than 0.05. RESULTS: Main findings of the study illustrate six items related to the state of clinical education deemed significant by both students and teachers, namely: hospital management collaboration in resolving problems of students (p = .001); collaboration and supervision of education (p = .003); access to welfare facilities at bedside and adequacy to educational facilities at bedside with p values of .004 and .002 respectively; development of skills in nursing process implementation (p = .010) and development of patient education skills (p = .028). Factors which can potentially create problems were the lack of appropriate scientific background in the ward (p=0.047) and students wandering in the absence of instructor (p=0.025). CONCLUSION: Students’ and teachers’ perspectives on the state of clinical education in Kuwait and the factors which may potentially create problem areas have basic commonalities, focusing on the importance of collaboration between the clinical agency and the educational institution and between those actually involved in supervision of the students - the clinical staff and school faculty. RECOMMENDATION : This study recommends conducting similar studies on a wider scale, considering the technological thrusts prompted by global circumstances like the pandemic. Keywords: Nursing students; Teachers; Perspectives; Clinical Educatio DOI: 10.7176/JHMN/82-07 Publication date: November 30 th 2020

Examining the barriers to BSN prelicensure education among ADN students: A quantitative follow-up

Community colleges play an integral role in the prelicensure education of registered nurses in the United States, with nearly half of newly licensed registered nurses prepared for practice with the Associate Degree in Nursing (ADN); Robert Wood Johnson Foundation, 2015). Shorter program duration, lower tuition costs, closer proximity to home, and favorable admission policies make ADN programs highly attractive to students, specifically nontraditional students. In spite of this, a concerted effort toward baccalaureate preparation has occurred over the past several decades. Prominent nursing organizations have called for baccalaureate preparation in the nursing profession. The Institutes of Medicine (2010), called for expansion of Bachelor of Science in Nursing (BSN) preparation by registered nurses to 80% by 2020. More recently in 2019, the American Association of Colleges of Nursing (AACN) issued a position statement calling for the baccalaureate degree to serve as the minimum educational preparation for entry into professional nursing practice (AACN, 2019). A descriptive cross-sectional survey research design was chosen to examine the perceived barriers to BSN prelicensure nursing education by ADN students in the State of Illinois. This study is a quantitative follow-up to a qualitative focus group study by the researchers (Petges & Sabio, 2020; Sabio & Petges, 2020). Results indicate that multiple competing responsibilities, often associated with nontraditional student status, exert an appreciable influence in the choice of educational preparation toward the registered nurse credential.

The Impact of Service Learning on Associate Degree Nursing Students' Cultural Competence.

Associate's Degree in Nursing (ADN) programs rarely offer international service learning experiences. A project involving an ADN program in a southwestern U.S. border city and a care facility in a nearby city in Mexico was initiated to address cultural competence. The purpose of this study was to assess the impact of an international service learning experience on ADN students' cultural competence as measured by pre- and post-scores on the student version of the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Student Version (IAPCC-SV). Twenty third-semester ADN students participated in a 1-day cross-border international experience. Descriptive statistics provided summaries about the participants and their IAPCC-SV scores. Results indicated a positive effect between participating in an international service learning experience and increased levels of cultural competence. Increasing ADN students' cultural competence through international service learning may help reduce health care disparities among different cultures, promote care that enhances communication between nurses and patients, and build upon therapeutic relationships. International service learning provides ADN students the opportunity to incorporate classroom learning into their care of populations living within diverse communities.

A Descriptive Analysis of the Metacognitive Reading Strategies Employed by EFL College Students in Kuwait

The study measured the awareness and use of metacognitive reading strategies among English as a foreign language (EFL) students at a medical college in Kuwait. The college offers a four-year Bachelor of Science in Nursing (BSN) and a two-year Associate Degree in Nursing (ADN). Data collection involved distributing the Metacognitive Awareness of Reading Strategy Inventory (MARSI) online through Google Forms to a sample of 80 students (Mokhtari & Reichard, 2002). Data were analyzed for strategy use, variations in strategy use between the BSN and ADN students, and the most and the least frequently-used strategies by the participating students. Microsoft Excel software generated the means, percentages, rankings, and standard deviations of strategy use. Findings indicated that the participating students were overall highly aware of metacognitive reading strategies. Moreover, the results showed that while the participating students were high users of problem-solving and global strategies, they were medium users of support strategies. The results also indicated that years of studying English showed a possible impact on the variations in strategy use between the participating students at the BSN and ADN programs. Finally, the analysis revealed that while the most frequently-used strategies among the participants were problem-solving strategies followed by global strategies, the least frequently-used strategies were support strategies. Implications for pedagogy included the need for English teachers to first identify their students’ awareness of metacognitive reading strategies. Second, English teachers can implement evidence-based instruction to maximize the use of students’ metacognitive reading strategies.

Advancing Nursing Education: BSN Completion Messaging Materials for Associate Degree Program Nursing Faculty.

This project developed a comprehensive set of bachelor of science in nursing (BSN) completion messaging materials that associate degree in nursing (ADN) faculty can use to advise and encourage students to complete the BSN. The Future of Nursing report calls for increasing the proportion of baccalaureate-prepared nurses to 80 percent by 2020. Faculty who teach in ADN programs have opportunities to advise students in advancing their nursing education yet often lack information to guide these conversations. After development of BSN completion messaging materials, the products were evaluated by faculty from two Kansas ADN programs. ADN faculty positively evaluated the format and content of the messaging materials. They appreciated having a variety of customizable resources to share with students in group and individual sessions. Next steps include disseminating the messaging materials to ADN programs and practice-based nursing leaders to guide education conversations about academic progression of ADN-prepared nurses.

Hiring Intentions of Directors of Nursing Programs Related to DNP- and PhD-Prepared Faculty and Roles of Faculty.

This study surveyed administrators of associate degree in nursing (ADN) and bachelor of science in nursing (BSN) programs across the United States to identify hiring intentions and describe the roles and responsibilities of DNP- and PhD-prepared faculty members. The final sample included 253 ADN and 229 BSN programs. ADN programs were neither intentionally hiring nor looking to hire doctorally prepared nurse faculty. Deans and directors of BSN programs reported an average of 3 openings for the next academic year, 2 projected for new PhD-prepared faculty and 1 for a faculty member with a DNP. Schools have made varying decisions regarding the type of appointment (tenure or nontenure track) for DNP-prepared faculty members. Challenges that DNP-prepared faculty members encountered in meeting the role and promotion expectations in their schools focused predominantly on scholarship.

An exploratory study of the relationship between learning styles and academic performance among students in different nursing programs.

Abstract Background: Learning style is a major consideration in planning for effective and efficient instruction and learning. Learning style has been shown to influence academic performance in the previous research. Little is known about Taiwanese students' learning styles, particularly in the field of nursing education. Aim: This purpose of this study was to identify the relationship between learning styles and academic performance among nursing students in a five-year associate degree of nursing (ADN) program and a two-year bachelor of science in nursing (BSN) program in Taiwan. Methods/Design: This study employed a descriptive and exploratory design. The Chinese version of the Myers-Briggs Type Indicator (MBTI) Form M was an instrument. Data such as grade point average (GPA) were obtained from the Office of Academic Affairs and the Registrar computerized records. Descriptive statistics, one-way analysis of variance ANOVA) and chi-square statistical analysis were used to explore the relationship between academic performance and learning style in Taiwanese nursing students. Results/Findings: The study sample included 285 nursing students: 96 students in a two-year BSN program, and 189 students in a five-year ADN program. Two common learning styles were found: introversion, sensing, thinking, and judging (ISTJ); and introversion, sensing, feeling, and judging (ISFJ). A sensing-judging pair was identified in 43.3% of the participants. Academic performance was significantly related to learning style (p < 0.05, d.f. = 15). Conclusion: The results of this study can help educators devise classroom and clinical instructional strategies that respond to individual needs in order to maximize academic performance and enhance student success. A large sample is recommended for further research. Understanding the learning style preferences of students can enhance learning for those who are under performing in their academic studies, thereby enhancing nursing education.

An exploratory study of the relationship between learning styles and academic performance among students in different nursing programs

Background: Learning style is a major consideration in planning for effective and efficient instruction and learning. Learning style has been shown to influence academic performance in the previous research. Little is known about Taiwanese students’ learning styles, particularly in the field of nursing education. Aim: This purpose of this study was to identify the relationship between learning styles and academic performance among nursing students in a 5-year associate degree of nursing (ADN) program and a 2-year bachelor of science in nursing (BSN) program in Taiwan. Methods/Design: This study employed a descriptive and exploratory design. The Chinese version of the Myers–Briggs type indicator Form M was an instrument. Data such as grade point average were obtained from the Office of Academic Affairs and the Registrar computerized records. Descriptive statistics, one-way analysis of variance and chi-square statistical analysis were used to explore the relationship between academic performance and learning style in Taiwanese nursing students. Results/Findings: The study sample included 285 nursing students: 96 students in a 2-year BSN program, and 189 students in a 5-year ADN program. Two common learning styles were found: Introversion, sensing, thinking, and judging; and introversion, sensing, feeling, and judging. A sensing–judging pair was identified in 43.3% of the participants. Academic performance was significantly related to learning style (p < 0.05, df = 15). Conclusion: The results of this study can help educators devise classroom and clinical instructional strategies that respond to individual needs in order to maximize academic performance and enhance student success. A large sample is recommended for further research. Understanding the learning style preferences of students can enhance learning for those who are under performing in their academic studies, thereby enhancing nursing education.

An exploratory study of the relationship between learning styles and academic performance among students in different nursing programs.

Abstract Background: Learning style is a major consideration in planning for effective and efficient instruction and learning. Learning style has been shown to influence academic performance in the previous research. Little is known about Taiwanese students' learning styles, particularly in the field of nursing education. This purpose of this study was to identify the relationship between learning styles and academic performance among nursing students in a 5-year associate degree of nursing (ADN) program and a 2-year bachelor of science in nursing (BSN) program in Taiwan. This study employed a descriptive and exploratory design. The Chinese version of the Myers-Briggs type indicator Form M was an instrument. Data such as grade point average were obtained from the Office of Academic Affairs and the Registrar computerized records. Descriptive statistics, one-way analysis of variance and chi-square statistical analysis were used to explore the relationship between academic performance and learning style in Taiwanese nursing students. The study sample included 285 nursing students: 96 students in a 2-year BSN program, and 189 students in a 5-year ADN program. Two common learning styles were found: Introversion, sensing, thinking, and judging; and introversion, sensing, feeling, and judging. A sensing-judging pair was identified in 43.3% of the participants. Academic performance was significantly related to learning style (p < 0.05, df = 15). The results of this study can help educators devise classroom and clinical instructional strategies that respond to individual needs in order to maximize academic performance and enhance student success. A large sample is recommended for further research. Understanding the learning style preferences of students can enhance learning for those who are under performing in their academic studies, thereby enhancing nursing education.

A Community College's Perspective on the RIBN Initiative

The Regionally Increasing Baccalaureate Nurses (RIBN) initiative pairs community colleges and private colleges with universities to help nursing students complete a bachelor of science in nursing (BSN) degree early in their career. In the Eastern North Carolina Collaborative of the RIBN initiative, East Carolina University is partnered with 5 community colleges: Beaufort County Community College, Pitt Community College, Lenoir Community College, Roanoke-Chowan Community College, and Craven Community College. All of the partners in this collaborative have rigorous nursing programs and know how valuable the RIBN program can be to our region. In this sidebar, I will specifically describe Beaufort County Community College’s perspective on the RIBN initiative. Beaufort County Community College serves not just the county of Beaufort but also Hyde, Tyrrell, and Washington counties—essentially, the landmass between the Pamlico and Albemarle sounds. In total, our service area is slightly more than 2,000 square miles [1]. In addition, students from neighboring Martin County who wish to pursue nursing may also attend Beaufort County Community College, because Martin Community College does not offer a nursing program. The North Carolina Department of Commerce currently designates all of these counties as tier 1 counties (a designation given to counties that are most economically distressed); residents of these rural counties face barriers such as limited infrastructure, a higher unemployment rate, limited access to health care, and limited access to higher education [2]. When the leaders of the nursing program at Beaufort County Community College were approached about the RIBN concept, we immediately realized that participation in this initiative would allow our program to become part of an affordable solution for students who wanted to earn a BSN degree. Our program’s nursing graduates overwhelmingly choose to stay in the rural communities in which they live. They are employed by long-term care facilities, small community hospitals, physician offices, and agencies that provide home health care or hospice care. These employers have not had access to an applicant pool of nurses with baccalaureate degrees, but we believed that the RIBN initiative could change that. Thus the RIBN program will have a significant positive impact on rural students who wish to pursue a BSN degree and on health care establishments in the region. The RIBN initiative has also prompted a frank discussion of how we can better prepare students in the traditional associate degree in nursing (ADN) program so that they are better positioned to pursue further education once they graduate from Beaufort County Community College. This conversation led to a paradigm shift in the way we advise students. Historically, we gave our prenursing students a curriculum plan that could be completed in 2 years. If they wanted to continue their education and earn a BSN degree after completing the ADN program, they faced the challenge of having to take college algebra, statistics, microbiology, additional courses in the humanities, and other transfer courses; this meant having to study for an additional year and a half—while working a full-time job—before they could apply to a RN-BSN program. However, we now encourage prenursing students to take the more advanced courses needed to satisfy transfer credit requirements, instead of taking lower-level courses that fulfill only the minimum requirements for the ADN. Currently, approximately 20% of our students take courses that would fulfill BSN requirements, but we hope to increase this percentage. Our lofty goal is that 75% of ADN graduates will need only the university-level nursing courses to obtain their BSN degree. As part of this shift, we are currently in the process of reviewing articulation agreements for the RN-BSN programs; these agreements provide a simplified, guaranteed transfer process. We are also increasing enrollment in transfer courses, providing information to students regarding the RN-BSN admission requirements of nearby universities, and realigning our ranking procedure to give “points” to students who take more advanced courses that provide transfer credits. Over the next few years, we hope to significantly increase the percentage of nursing students at Beaufort County Community College who enroll in the RIBN program. The RIBN program and other initiatives are better preparing our students to function in and lead the health care establishments in our communities. With the changes that are now taking place in national health care policy, we are going to need many new leaders to help our rural communities navigate through the storm.

간호학생의 노인에 대한 지식과 태도 및 행동

The purposes of this study were to investigate nursing students' Knowledge, attitudes and behavior toward the elderly and to identify the predictors of nursing student's knowledge, attitudes and behavior toward the elderly. The data were collected from 513 nursing students enrolled in ADN(Associate Degree in Nursing) program in Daegu by using structured questionnaire. The research producted following results: 1) The average score of the participants' knowledge of the elderly was <TEX>$12.3{\pm}2.7$</TEX> out of 25. The average attitude score was <TEX>$86{\pm}11.7$</TEX> out of 140. This score was classified as a neural range. The average behavior score was <TEX>$57.5{\pm}6.9$</TEX> out of 68. 2) Among general characteristic of the participants level of knowledge was statistically significant for age, religion, educational level. 3) Participants' knowledge toward the elderly was difference significantly present not living conditions, the degree of preference for offering the nursing care of the elderly. 4) Participants' attitude toward the elderly were statistically the significant difference in the degree of the familiar interaction with the elderly, the interest in the elderly and problems of the aged. 5) Participants' behavior toward the elderly were statistically the significant difference in the degree of a current relationship with the elderly, the familiar interaction with the elderly. 6) The correlation, coefficients of participants' knowledge, attitude and behavior toward the elderly were positively correlated. In conclusion, It is necessary to develop a program for continuous teaching and education that will help increase student nurse's knowledge of the elderly and thereby positively change attitude and behavior toward the elderly.

Teaching Students about Intravenous Therapy: Increased Competence and Confidence

Aim/PurposeGraduate nurses require competency in IV therapy. Associate Degree in Nursing (ADN) programs offer elective IV education to provide additional information for interested students. After instituting such a course, students' perceived comfort and knowledge of IV therapy were evaluated. Review of Relevant LiteratureStudies demonstrated that IV education for nurses in practice helped reduce complication rates. Dated research also indicated that nursing programs were reluctant to provide IV instruction that included advanced skills, such as catheter insertions. More recent literature involved teaching methodology. MethodsA researcher-designed survey was distributed at the completion of an ADN program to evaluate perceived knowledge and comfort related to IV therapy, as well as information about IV education throughout the program. ResultsStudents who participated in the workshop perceived having a higher level of comfort and knowledge of several IV content areas than those who participated in the course or had no elective IV education. Conversely, participants in the workshop and course felt more comfortable with central line dressing changes and IV insertions than students who did not take either IV educational offering. ConclusionsThe standard IV education appeared to provide adequate knowledge and comfort with IV therapy. However, optional IV education benefited students who wanted more in depth IV knowledge and skills. Implications for PracticeThe best methods for teaching ADN students about IV therapy remains unknown. However, offering an elective course provides opportunities for interested students to increase their knowledge and comfort related to IV therapy prior to graduation.

Dysrhythmia Management Content in ADN and BSN Curricula

The purposes of this study were to compare nurse educators' perceptions of the importance of selected dysrhythmia management competencies for the graduates of associate degree in nursing (ADN) and baccalaureate of science in nursing (BSN) programs, and to compare what related content is taught at the ADN and BSN level for dysrhythmia management. A quantitative, nonexperimental design with a mailed survey was used to compare how nurse educators perceive the importance of dysrhythmia competencies in selected ADN and BSN programs in the states of Illinois and Iowa, and to determine what related content is taught. A total of 33 ADN and 24 BSN programs returned the survey for a 58.2% (57 of 98) response rate. Results indicated that ADN and BSN faculty in Illinois and Iowa perceived that selected dysrhythmia management content is important and that such content is currently provided at both the ADN and BSN level. Health care institutions can have confidence that new graduates from either educational preparation have had dysrhythmia management content and can expand their level of expertise.

A comparison of the learning styles among different nursing programs in Taiwan: Implications for nursing education

The purpose of this study was to explore the learning style of students in a two-year and a five-year associate degree nursing program, and a two-year baccalaureate degree of nursing program in Taiwan. The Chinese version of the Myers-Briggs Type Indicator (MBTI) form M is an instrument that measures individual preferences in four dichotomous dimensions of Jungian theory: extraversion/introversion; sensing/intuition; thinking/feeling; and judging/perceiving. The study sample included 425 nursing students: 94 students in a two-year associate degree of nursing (ADN) program, 235 students in a five-year ADN program, and 96 students in a two-year bachelor of science in nursing (BSN) program. Analyses of the data revealed that the most common learning styles were introversion, sensing, thinking, and judging (ISTJ) and introversion, sensing, feeling, and judging (ISFJ) among Taiwanese nursing students. The findings of the study indicated that the SJs comprised 41.3% of the participating nursing students. The SJ is a popular preference in nursing. A large sample is recommended for further research. This study can guide nursing educators in the design of classroom and clinical instructional strategies to respond to individual needs in order to enhance student success.