Associate Degree Nursing Research Articles

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.

Nursing Faculty Experiences and Perceptions of Online Teaching: A Descriptive Summary

Online nursing education programs have grown exponentially, including RN to BSN completion program that associate degree nurses may pursue. This study was a qualitative descriptive summary of faculty perceptions and experiences of online teaching. Four themes emerged from the analysis: Technological Proficiency, Time, Relationships with Students, and Faculty Support/Resources. Narrative comments were provided to support these themes, as well as recommendations for further research and implications for nursing education.

Associate Degree Nursing Students’ Perceived Barriers to Baccalaureate Nursing Education and Intentions to Enroll in a Baccalaureate-only Nursing Environment

Although they are known to be nontraditional, studies have not addressed Associate Degree Nursing (ADN) students' choice of the ADN route to professional nursing practice. A survey of ADN students revealed perceived barriers to baccalaureate nursing education and that up to 37% would not have enrolled if the baccalaureate had been the minimum requirement to become registered nurses. The findings could provide information for more reasoned solutions toward the goal of advancing nurses' education.

Hearing Voices: The Experience of Associate Degree Nursing Students to an Auditory Hallucinations Simulation

Background: Associate degree nursing students (ADNS) have limited exposure to persons experiencing the full range of alterations in cognition of psychiatric illness during their psychiatric mental health nursing rotation. Objective: This qualitative study examines the experience reported by second semester ADNS after completing an auditory hallucinations simulation in the nursing skills and simulation lab at a community college in the mid-Atlantic. Design: The study was reviewed and approved by the college Institutional Review Board. Guided by Grounded Theory, investigators analyzed the data from written reflective debriefing reports of the simulation in which students, working in pairs, one as the patient wearing headphones while listening to a streaming of auditory hallucinations, and the other as the nurse conducting a psychiatric nursing assessment of the patient. Students consented to have their written reports included in the study. Responses were reviewed for conceptual and thematic content using the constant comparative analysis method of Corbin and Strauss. Results: Concepts identified included fear, distraction, frustration, empathy, patience, and understanding. Themes included attitude changes from skepticism about auditory hallucinations to acceptance of symptoms, therapeutic use of self, and keeping patient safe. Conclusions: The auditory hallucinations assignment gives nursing students the opportunity to learn from a brief simulation experience about psychotic symptoms and assists in attaining knowledge, skills, and attitudes (KSAs) necessary for planning and providing care to patients with serious mental illness.

Partners in Learning: A Collaborative Model to Increase the Number of Baccalaureate-Prepared Nurses

One bachelor of science in nursing (BSN)-granting institution sought to break down the barriers that many registered nurses encounter by forming partnerships with community colleges in the state to improve access and create as seamless a transition as possible from associate degree in nursing (ADN) to BSN. The following describes the current model used by 1 school, which would not be possible without the support and dedication of the community college partners.

An Exploration of the Transition to the Full-Time Faculty Role Among Associate Degree Nurse Educators.

The purpose of this study was to examine the experience of transition into the full-time faculty role among nurse educators who teach in associate degree nursing (ADN) programs. As the nursing profession responds to both the nursing and faculty shortages, understanding the experience of the transition at the ADN level becomes important. Faculty roles and responsibilities differ among program types. A qualitative research design was used to explore the transition experience of 14 participants, identified through purposive sampling, who taught in ADN programs in Massachusetts and New Hampshire. Themes that emerged include: a) difficulties, b) learning the role, c) embracing the role, d) the need for support, and e) personal experience of confidence and love of teaching. Findings suggest that role-specific orientation programs with a strong mentoring component are needed to ease the transition into the full-time faculty role at the ADN level of education.

Successful Integration of an Academic Electronic Health Record Into the Curriculum of an Associate Degree Nursing Program.

The use of electronic data management systems is rapidly expanding. Nurses need to be competent in the use of electronic health records (EHRs) and understand their contribution to safe, effective, high quality patient care. Faculty must incorporate learning experiences in the application of EHRs into undergraduate nursing programs in order to adequately prepare students for employment. This article reports the challenges involved in the successful addition of an academic EHR into an existing curriculum.

Advanced Nursing Education: Critical Factors that Influence Diploma and Associate Degree Nurses to Advance

Aim The purpose of this study was to gain an understanding of the social processes associated with the decision of diploma and associate degree nurses to advance academically. Background Advanced nursing education needs to be pursued along the continuum of the nursing career path. This education process is indispensable to the role of nurses as educator, manager, nurse leader, and researcher who will effect policy changes, assume leadership roles as revolutionary thinkers, and implement paradigmatic shifts. Method Data were collected from two groups of participants using face-to-face, semistructured interviews. Group 1 consisted of diploma and associate degree nurses; Group 2 consisted of baccalaureate, masters, and doctoral degree nurses who have progressed academically. Results Emerging from the thick, rich data were core categories of rewarding, motivating, and supporting as critical factors that influence professional advancement. Conclusion This qualitative study elucidated that professional advancement was the social process that grounds. The emergent theory was the theory of professional advancement.

Trends in racial and ethnic demographics of the nursing workforce: 2000 to 2015

BackgroundThe case for a more diverse nursing workforce has never been stronger given the rapidly changing demographics of the United States (U.S.) and the underrepresentation of certain racial and ethnic groups in nursing. PurposeThe purpose of this paper is to examine how representation of ethnic and racial minority groups in the nursing workforce has changed over a 15-year period (2000–2015). MethodsThe American Community Survey (ACS) data files were used to examine patterns in ethnicity/race and education level in the registered nurse (RN) workforce. Data were analyzed using descriptive statistics and chi-square. FindingsIn the nursing workforce, minority groups are reaching higher levels of education. There has been a sharp increase in the number of baccalaureate graduates and a leveling-off of associate degree nurses. DiscussionNursing leaders are working collaboratively to increase the ethnic and racial diversity of the nursing workforce that is growing at a rate faster than that of the U.S. population as a whole.

Associate Degree in Nursing-to-Bachelor of Science in Nursing Graduates' Education and Their Perceived Ability to Keep Patients Safe.

Associate Degree in Nursing (ADN)-to-Bachelor of Science in Nursing (BSN) programs are designed to advance the ADN-prepared RNs' clinical reasoning and analytical skills. However, little is known about exactly how their BSN education may improve their clinical practice, specifically in the area of patient safety. During semi-structured one-to-one interviews, ADN-to-BSN graduates were asked about their educational process and the perceived affect their education made on their ability to keep patients safe. Content analysis were used to identify emerging themes and categories. Three themes emerged from the data: (a) an unaltered approach to keeping patients safe, (b) experience as an ADN matters, and (c) BSN degree as a stepping stone. The call to increase the number of BSN-prepared nurses at the bedside is supported in the evidence and noteworthy of pursuit. However, as ADN-to-BSN programs increase in numbers to meet this demand, the outcomes of graduates need to be considered. [J Nurs Educ. 2018;57(5):300-303.].

Predicting Success for Associate Degree Nursing Students in a Concept-Based Curriculum

The study objective was to assess critical thinking scores, National Council Licensure Examination for Registered Nurses (NCLEX-RN) prediction scores, and NCLEX-RN pass rates for associate degree nursing (ADN) students educated with a concept-based curriculum. Results suggested that a concept-based curriculum can assist in developing critical thinking among ADN students, and critical thinking and probability of pass scores may be used as predictors for first-time NCLEX-RN passage for ADN students in a concept-based curriculum.

Evaluating Association Degree Nursing Faculty Job Satisfaction

This study identified factors of Associate Degree Nursing (ADN) faculty job satisfaction and dissatisfaction. Qualified applicants are denied admission to nursing programs because of faculty shortages, but little is known about the factors that support faculty retention. A nationwide survey was conducted and found that factors of dissatisfaction were salary, organizational policies, and workload. Factors of greatest satisfaction were interactions, professional status, and autonomy. These findings provide important information from which to create innovative solutions to retain current faculty.

Challenges in Collaboration

This study identified factors of Associate Degree Nursing (ADN) faculty job satisfaction and dissatisfaction. Qualified applicants are denied admission to nursing programs because of faculty shortages, but little is known about the factors that support faculty retention. A nationwide survey was conducted and found that factors of dissatisfaction were salary, organizational policies, and workload. Factors of greatest satisfaction were interactions, professional status, and autonomy. These findings provide important information from which to create innovative solutions to retain current faculty.

Evaluating First Semester Associate Degree Nursing Studentss Perception of the Usefulness and Ease of Use of an Electronic Medical Record Documentation Program

The Electronic Medical Record (EMR) is an integral part of health care. The National League for Nursing (NLN) along with accrediting agencies have recognized the importance of the development and understanding of the EMR. In nursing schools, the challenge is when to introduce the EMR to the students. The capstone project challenged the introduction of an EMR to the first semester of an associate degree nursing program. Looking at the perception of usefulness and ease of use of the EMR for nursing students in the first semester, the capstone provided data showing the impact of the introduction of the EMR in the first semester. Literature provided to support the project and the use of three theories. The Adult Learning Theory (ALT), Technology Acceptance Model (TAM), and the Experiential Learning Theory (ELT) provided understanding into the population, the technology and how the student EMR is used to in the lab environment to impact the student’s perception. The study was conducted in one semester with a survey distributed to the students by faculty not teaching in the course the study in conducted. The survey was distributed in two separate times. The data shown from the data collection provided insight into the initial perception and post experience with the student EMR in the lab. Further recommendations for development in a nursing program surrounding the EMR are provided. The recommendations discussed will impact the discussion of the appropriateness of developing the education surrounding the EMR and the EMR’s impact for nursing and health care programs.

Analysis of Relationship Between Associate Degree Nursing Student's Self-Confidence In Learning and their Perceived Presence of 5 Instructional Design Characteristics

Analysis of Relationship Between Associate Degree Nursing Student's Self-Confidence In Learning and their Perceived Presence of 5 Instructional Design Characteristics

Advanced nursing education: Critical factors that influence diploma and associate degree nurses to advance

Aim The purpose of this study was to gain an understanding of the social processes associated with the decision of diploma and associate degree nurses to advance academically. Background Advanced nursing education needs to be pursued along the continuum of the nursing career path. This education process is indispensable to the role of nurses as educator, manager, nurse leader, and researcher who will effect policy changes, assume leadership roles as revolutionary thinkers, and implement paradigmatic shifts. Method Data were collected from two groups of participants using face-to-face, semistructured interviews. Group 1 consisted of diploma and associate degree nurses; Group 2 consisted of baccalaureate, masters, and doctoral degree nurses who have progressed academically. Results Emerging from the thick, rich data were core categories of rewarding, motivating, and supporting as critical factors that influence professional advancement. Conclusion This qualitative study elucidated that professional advancement was the social process that grounds. The emergent theory was the theory of professional advancement.

Finding Positive Results with a New Focus on End-of-Life Content in an Associate Degree Nursing Program.

The end-of-life lecture has historically led to an emotionally difficult day for first-semester nursing students. The instructor implemented a few small changes to update the end-of-life lecture content, and as a result, positive outcomes were found. The purpose of this project was to provide a positive end-of-life experience for first-semester nursing students. A variety of small changes were implemented to achieve this goal.

Predictors of Program Completion and NCLEX-RN Success in an Associate Degree Nursing Program.

Unsuccessful nursing students have a great impact on nursing programs. The purpose of this study was to determine the relationships among preadmission HESI A2 (Health Education Systems, Incorporated Admission Assessment) score, science and math course grades, program completion, and NCLEX-RN success in an associate degree nursing program using a retrospective, correlational research design. A statistically significant relationship was found between preadmission examination scores and successful NCLEX-RN passage on first attempt. Program completion had a positive correlation with preadmission science grades and HESI A2 scores.

Advanced Nursing Education: Critical Factors That Influence Diploma and Associate Degree Nurses to Advance.

The purpose of this study was to gain an understanding of the social processes associated with the decision of diploma and associate degree nurses to advance academically. Advanced nursing education needs to be pursued along the continuum of the nursing career path. This education process is indispensable to the role of nurses as educator, manager, nurse leader, and researcher who will effect policy changes, assume leadership roles as revolutionary thinkers, and implement paradigmatic shifts. Data were collected from two groups of participants using face-to-face, semistructured interviews. Group 1 consisted of diploma and associate degree nurses; Group 2 consisted of baccalaureate, masters, and doctoral degree nurses who have progressed academically. Emerging from the thick, rich data were core categories of rewarding, motivating, and supporting as critical factors that influence professional advancement. This qualitative study elucidated that professional advancement was the social process that grounds. The emergent theory was the theory of professional advancement.

Impacting Nursing Student Learning Outcomes Through Use of a Multimedia Elearning Module

The purpose of this capstone project was to determine if the integration of ATI’s Nurse Logic 2.0 impacted the ATI Fundamentals 2013 proctored exam student learning outcomes of associate degree in nursing (ADN) students taking a Fundamentals course at a community college in Ohio. Mayer’s Cognitive Theory of Multimedia Learning (CTML) was used as a guiding principle to ensure proper implementation of the ATI Nurse Logic 2.0 multimedia eLearning modules. The results of this capstone project indicated that the integration of ATI’s Nurse Logic 2.0 did not impact the ATI Fundamentals 2013 proctored exam scores and the null hypothesis was accepted. The results of this study were likely impacted by the limitations of the study including the varying medical backgrounds of the Fundamentals students and the distractors student’s experiences when completing the ATI Nurse Logic 2.0 modules outside of class time. Also, there was an uneven distribution of students before and after the implementation of the ATI Nurse Logic 2.0 modules during the retrospective data collection period due to inclusion and exclusion criteria and because enrollment at the college declined. Implications of this capstone project support that the integration of a multimedia eLearning module does not impact student knowledge and retention.