Associate Degree Nursing Research Articles

Analysis of social mission at associate degree nursing programs in the United States

Background“Social mission” is the contribution of a health profession's school in advancing health equity and addressing the health disparities of the society in which it exists. AimThis study aimed to understand the state of social mission in associate degree nursing (ADN) programs, and how performance varies across program types. MethodsAbout 533 programs that were members of the Organization for Associate Degree Nursing were invited to fill out an ADN-specific version of the previously developed Social Mission Metrics survey. Survey responses were analyzed using analysis of variance (ANOVA) and t-tests. ResultsForty-four programs completed the self-assessment. The majority reported having curricular content on the topics of social determinants of health, LGBTQ health, advocacy, and public health (72%-95%). Most programs had no holistic admission policy (63%) and did not require anti-bias training for admission committees (54%). Pathway programs were more common among public (76%) than private schools (33%). ConclusionsGreater focus should be placed on topics including admission policies, leadership diversity, and community involvement to enhance the social mission of ADN programs.

State of the science: A bibliometric study of associate degree nursing research and scholarship (1961-2023)

BackgroundSince their inception, associate degree nursing (ADN) programs have significantly contributed to the nursing workforce and higher education. Teaching and learning in nursing, established in 2006, has been a vital platform for disseminating ADN research. AimThis study aimed to evaluate the state of ADN science through bibliometrics to reveal the conceptual, intellectual, and social structures that influence ADN programs and policy. MethodsThis bibliometric study examined a corpus of data from 1961 to 2023. Data was sourced from Scopus, resulting in n = 453 entries. ResultsThe study revealed an annual growth rate of 4.09% in ADN-related articles and highlighted the critical contributions from top sources and authors. Foundational themes include self-efficacy, student retention, and simulation, with notable gaps in other research areas. The study revealed an increase in publications since 2006. ConclusionsThis research revealed the evolution of ADN-related publications and the need for continuous adaptation. Gaps in diversity, equity, inclusion, and evaluation practices pave the way for future-focused ADN research. The findings detailed a comprehensive overview of ADN scholarship to shape future academic inquiry.

Computer adaptive quizzing versus NCLEX review textbook in preparation for the exit HESI examination

BackgroundNursing students must pass the National Council Licensure Examination for Registered Nurses (NCLEX-RN) examination to become licensed registered nurses. There is an identified nursing shortage, and nursing programs are faced with finding solutions to help students pass the NCLEX-RN examination and enter the workforce. Many nursing schools administer a predictor examination, such as Health Education Systems Incorporated (HESI). A gap exists in identifying solutions for NCLEX's success. AimThe purpose of this study was to evaluate differences in the exit HESI examination scores of senior-level associate degree nursing (ADN) students who used CAQ to prepare with ADN students who used NCLEX review textbooks to prepare for the exit HESI examination. MethodsThe study used a quantitative nonexperimental descriptive comparative design with archival data. Two groups of students took the exit HESI examination during their capstone course. The sample included students previously enrolled in an ADN program. Archival data were collected and analyzed using a one-way ANCOVA with a pairwise comparison post hoc analysis. ResultsThe CAQ group had higher exit HESI examination scores compared to the NCLEX review textbook preparation group. ConclusionsCAQ as a curricular adjunct can contribute to student success on standardized examinations.

Incorporation of social determinants of health: Refining Associate Degree Nursing Programs

BackgroundThere is a lack of evidence to support how social determinants of health (SDOH) are incorporated into associate degree nursing (ADN) programs. AimThe purpose of this study was to explore the integration of SDOH content into courses and the curricula of ADN programs, strategies for teaching SDOH, and factors that have influenced educators’ decisions about this education. MethodsAn interpretive description approach was employed to elicit an understanding of the influencing factors of ADN educators incorporating SDOH into their teaching-learning experiences and how this is being accomplished. Participant interviews were conducted through video-conferencing technology. ResultsThe analysis of the interviews revealed an overarching theme of Forging Ahead with Refining ADN education. Two sub-themes related to influences of SDOH incorporation: (1) living the experience of SDOH and (2) navigating the program's culture. Two sub-themes related to strategies used to incorporate SDOH: (1) creating awareness of SDOH (2) fusing SDOH with content. ConclusionThis study highlighted how ADN educators are intentionally incorporating SDOH through various strategies as experiences have emphasized the importance. There are obstacles within their program that are barriers to full program integration.

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.]

Grit as a Predictor of Academic Success Among Associate Degree Nursing Students.

Grit as a Predictor of Academic Success Among Associate Degree Nursing Students.

Patient safety: a focused associate-degree nursing learning module

BackgroundThe number of medical errors in the United States is estimated to be up to 250,000 per year. Nurses are critical to patient safety; however, few nursing programs include curricula focused on system-level elements that foster patient safety or experiential training on graded assertiveness communication techniques. AimThis study examined the effectiveness of a safety-focused educational intervention for 22 students in an associate-degree nursing (ADN) program at a rural technical college in the Southeastern United States. MethodsThe investigator used videos, lectures, discussions, and role-play to teach students about system-level elements that foster patient safety and a graded assertiveness communication technique. To evaluate effectiveness, a survey measured students' self-reported knowledge of patient safety concepts and levels of confidence in voicing safety concerns. ResultsStatistical analysis of aggregated pre- and post- intervention survey results demonstrated significant gains in both self-reported knowledge of patient safety concepts and levels of confidence in voicing safety concerns. ConclusionsFindings suggest that a brief but focused educational module such as the one described may be a suitable and effective approach to improving ADN students' knowledge and confidence regarding patient safety.

Driving excellence in associate degree nursing: Insights from the CEO

Driving excellence in associate degree nursing: Insights from the CEO

Integrating Immersive Virtual Reality Simulation in Prelicensure Nursing Education.

Professor, Associate Degree Nursing, Amarillo College, Amarillo, Texas. Correspondence: Dr Hall, Amarillo College, Amarillo, TX 79118 ([email protected]; [email protected]). A special thank you to the Nursing Resource Center team and Level 4 faculty who helped with integration of the IVR simulation. Funding for the technology equipment, software, and virtual reality platform were provided by the Texas Higher Education Coordinating Board, 2020-2022 Nursing Innovation Grant Program. The author declares no conflicts of interest. Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal's website (www.nurseeducatoronline.com). Accepted for publication: April 30, 2023 Early Access: May 25, 2023

Grit as a Predictor of Academic Success Among Associate Degree Nursing Students.

The purpose of this study was to explore whether grit is a predictor of success in associate degree nursing (ADN) programs. A question that challenges admission decision-making in nursing programs is "Who will succeed?" This question is particularly relevant in ADN programs, which often have higher attrition rates than baccalaureate programs. This longitudinal, mixed-methods study was conducted with 451 ADN students across nine programs, including interviews with seven unsuccessful students and nine successful students. Short Grit Scale scores were not found to be statistically significant as a predictor of academic success; however, themes that emerged from the interviews do align with the theory of grit. Further research is needed to explore whether recognizing the level of grit in students during admission processes would help identify students who are likely to succeed.

An innovative approach to NAS: Eat, Sleep, Console

Maternal substance abuse during pregnancy has dramatically increased in prevalence in the United States. Consequently, neonatal abstinence syndrome (NAS) is now a leading cause of developmental and medical problems in newborns (Thigpen and Melton, 2014). Eat, Sleep, Console (ESC) is an innovative approach to the treatment of NAS, which hospitals are implementing to improve outcomes for women and infants with perinatal opioid exposure (Whalen et al., 2018). This educational innovation project incorporates current, evidence-based practice (EBP) guidelines into the associate degree nursing (ADN) program curriculum at a community college to better prepare nurses to provide safe, therapeutic nursing care to infants and their families.

Seamless Academic Progression in Nursing Education: A Qualitative Descriptive Study.

The aim of this study was to investigate programs throughout the United States for seamless academic progression from associate degree nursing (ADN) to baccalaureate degree nursing programs (BSN). Seamless academic progression has been shown to have a positive effect on increasing the proportion of BSN nurses. Goals to increase the number of BSN-prepared nurses have not been met. A qualitative descriptive study was conducted to assess how nurse administrators of ADN programs move toward seamless academic progression for students. Three themes that described the current state of seamless progression emerged from the data: a) ongoing communication between program leaders, students, and stakeholders; b) development of pathways that enable seamless academic progression; and c) stakeholder influence on academic progression. Administrators who participated in this study shared that their progression programs were in the early developmental stages.

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.

The effectiveness of designing and evaluating i-STAR applications in pediatric nursing courses

To apply the App to the curriculum could improve students' motivation and concentration, and also strengthen the effectiveness of professional knowledge of nursing students. Objectives: To construct and evaluate the effectiveness of smartphone applications (i-STAR) in pediatric nursing courses. Methods: Quasi-experimental study and two-group repeated-measure design were used to evaluate the effectiveness of smartphone applications (i-STAR) in pediatric nursing courses. The “i” means “interactive”, students had to log into App and finish four steps, including “Situation(S), Task(T), Action(A), and Reflection(R). A total of 163 nursing students in the third grade of associate's degree in nursing (ADN) participated in the study. The experimental group consisted of 77 participants, whereas the control group consisted of 86 participants. The instruments included the clinical reasoning readiness scale (CRRS), self-directed learning instrument (SDLI), and learning satisfaction of students. The 1st phase was the development, construction, and testing of the “i-STAR App”, including hyperbilirubinemia, pneumonia, and urinary tract infection (UTI). In the 2nd phase, students operated and applied the App in the classroom. The 3rd phase was to evaluate the effectiveness of the “i-STAR App” in the course. Results: The average scores of CRRS and SDLI were not significantly different between the two groups in the T0 andT1 (p > .05). The experimental group of CRRS and SDLI were better than the control group in T0-T1, T1-T2, and T0-T2 (p < .001). The experimental group showed better CRRS and SDLI scores than the control group in T0-T1, and T0-T2 with Repeated measures ANOVA. Also, the experimental group showed prolonged learning effectiveness. The experimental group (41.22 ± 6.08) was more satisfied than the control group (37.29 ± 7.40) (p < .05), although their academic performance was about the same (p > .05). Conclusion: “i-STAR App” could enhance students' interest in pediatric nursing courses, strengthen nursing students' clinical reasoning and self-directed learning ability.

The Effects of Standardized Remediation on Nursing Pharmacology Evaluations

OBJECTIVE: Identify the correlation between standardized remediation and comprehensive pharmacology evaluations. Participants will see increased Pharmacology II &amp;amp; III cumulative evaluation scores after completing NurseThink™ standardized remediation activities.DESIGN: The research will use quasi-experimental, descriptive studies. Participants will complete the standardized remediation provided by NurseThink™, focusing on needs and opportunities reported from course exams. Scoring will be compared to students not having completed any of the NurseThink™ standardized remediation activities.SETTING: Cloud County Community College, Department of Nursing, in Concordia and Junction City, Kansas, is where research will be completed.PARTICIPANTS: Associate Degree Nursing students in required Pharmacology II &amp;amp; III courses will be evaluated after remediation for improved pharmacology competency.RESULTS: Pending data collection and analysis, expected results will show improvement in participants who completed the NurseThink™ standardized remediation.

Nursing academic incivility awareness among ADN nursing students

As the cultural dynamics within our world are rapidly changing, the need to maintain a sense of civility is essential. Academic incivility is occurring at an alarming rate in higher education and is undermining nursing education and practice. The purpose of this research project was to identify if nursing students perceived awareness of uncivil behaviors was altered after attending an educational session on incivility. A quantitative, quasi-experimental, pre post study was conducted with nursing students in the third semester of an Associate Degree Nursing program. Although the paired t-test did not find statistical significance, awareness of the problem became evident. Nineteen student nurses from a small community college in the Midwest participated in this study. Continued research is warranted to identify approaches to increase awareness of incivility and in minimizing these behaviors for the future of our nursing profession.

The voices of online RN-BS students during the COVID-19 pandemic

The need for associate degree nurses to advance their education to replace the nursing workforce will be critical in the next decade. This qualitative descriptive study explored the experiences and challenges of nurses completing their educational journey in a RN-BS program during the COVID-19 pandemic. Four focus group interviews were conducted with a total of 20 RN-BS students. Data analysis revealed four themes; pulled in many directions, faculty understanding, resilience and opening doors. The COVID-19 pandemic and the current nursing shortage presented increased challenges not experienced before for these nurses pursuing a bachelor's degree. The importance of faculty support and a caring presence during this time was a significant factor for student success.

Assessment of knowledge, attitudes, and willingness of pre-clinical nursing students to provide nursing care for people living with HIV/AIDS

Background: HIV/AIDS as a global pandemic forced the nursing student to have appropriate knowledge and attitudes toward caring for people living with HIV/AIDS (PLWHA). &#x0D; Purpose: This study aims to explore the level of knowledge, attitudes, and willingness of pre-clinical nursing students to provide nursing care for PLWHA.&#x0D; Methods: A descriptive and cross-sectional study is conducted. A total of 185 pre-clinical nursing students enrolled in Bachelor of Science in Nursing (BSN), and Associate Degree in Nursing (ADN) programs were recruited. Data was collected from April to May 2019 using a self-reported questionnaire and analysed with descriptive statistics, a t-test, and Pearson’s correlation test with a significant level of 0.05. &#x0D; Results: Overall pre-clinical nursing students had moderate knowledge about HIV/AIDS, but students had a negative attitude toward HIV/AIDS. The students’ mean score of willingness to care for PLWHA was 5.45. BSN students had better knowledge than ADN students, and the difference was significant. However, differences in attitudes and willingness to manage between BSN and ADN students were insignificant. In addition, the differences in knowledge, attitudes, and desire to care between males and females were insignificant. The result revealed that attitudes and willingness to care for PLWHA were significantly correlated.&#x0D; Conclusions: Based on the study results, it is essential for nursing students to have accurate knowledge about HIV/AIDS and positive attitudes toward people with HIV/AIDS to ensure that they can provide high-quality and effective care for PLWHA as well as protect themselves from being infected with HIV.

Perceptions and Motivations of Associate Degree Nursing Students Engaged in Peer Mentoring and Tutoring through Supplemental Instruction

High attrition rates in associate degree nursing (ADN) programs contribute significantly to a nursing shortage in the United States that is expected to worsen. Nursing students find the learning environment stressful, intimidating, and overwhelming, leading to discouragement in the first year of their nursing education. Research is needed to identify specific retention strategies that can offer ADN students additional support and promote academic success. This study aimed to explore first-semester ADN nursing students’ experiences with peer mentoring and peer tutoring provided through supplemental instruction (SI). A basic qualitative study was conducted, and participants’ descriptions of their experiences participating in SI were documented using semi-structured interviews. The findings indicated that students feel SI is a positive experience, but improvement is needed. Exposure to different perspectives through peer mentoring and tutoring improved students’ understanding of course material. Stronger peer relationships created consistency for students. Peer mentoring boosted self-confidence among first-semester students, and attendance at SI sessions increased persistence. The findings support the use of peer mentoring to offer academic assistance to first-semester ADN students.