Baccalaureate Degree In Nursing Research Articles

Self-Reported Leadership Styles of Deans of Baccalaureate and Higher Degree Nursing Programs in the United States

Over the past decade there has been a lack of attention in the discipline paid to developing strong academic leaders. It is widely acknowledged that the role of the dean has shifted dramatically over the past two decades, with an increasing emphasis on interaction with and accountability to external constituencies at the university, community, and national levels. The overall purpose of this study was to investigate the self-reported leadership styles, behaviors, and experiences of deans of schools of nursing in the United States. The Multifactor Leadership Questionnaire (MLQ) was sent to 655 deans who were members of the American Association of Colleges of Nursing; 344 returned completed surveys for a return rate of 52.5%. Scores on the transformational scale (n = 321; 20 items) ranged from 2.75 to 4.0, with a mean of 3.79; transactional scores ranged from 1.3 to 4.0, with a mean of 3.3 and mode of 3.5. The passive leadership component was lowest, with a range of 0 to 3.75, mean of 1.1, and mode of 1.0. The highest scores for each dean were then examined and compared across the three components. Seventy-seven percent of the deans' highest scores fell on the transformational, 21% on the transactional, and 2% on the passive-avoidant scale. There were no significant differences in the most commonly reported leadership behaviors by gender, ethnicity, or terminal degree. Deans of nursing, compared with over 3,000 other leaders who have completed the MLQ, ranked in the 80th percentile for self-reported transformative behaviors and outcomes effectiveness. The findings from this sample, who were predominantly female, are congruent with previous research on women leaders. Recommendations for future research leadership development programs are presented.

Experiences and Emotions of Faculty Teaching in Accelerated Second Baccalaureate Degree Nursing Programs

The number of accelerated second baccalaureate degree nursing (ASBSN) programs has mushroomed over recent decades, with more than 225 currently in existence. Scholars have described students and programs, but research examining the faculty experience is limited. The purpose of this study was to describe the experiences and emotions of faculty teaching students in ASBSN programs. Using a descriptive qualitative survey design, faculty (N = 138) from 25 randomly selected programs in 11 midwestern states were surveyed using an instrument developed for this study and distributed online. Ten themes emerged, including (a) Engaging With Motivated, Mature, and Diverse Students, (b) Students Choosing Nursing for the "Wrong Reasons," (c) Too Much Work, Too Little Time for Students and Faculty, (d) Amazement, (e) Pride, and (f) Frustration. These findings will help novice and seasoned ASBSN faculty interpret their experiences, strengthen precepting and mentoring activities, and support administrators in determining staffing plans and designing ASBSN programs.

Understanding the Commission on Collegiate Nursing Education Accreditation Process and the Role of the Continuous Improvement Progress Report

Continuous quality improvement is an essential element of the accreditation process. This article describes the content and process for writing the Continuous Improvement Progress Report (CIPR) required by the Commission on Collegiate Nursing Education (CCNE) at the midpoint of the accreditation cycle. The rationale for writing the report and the purpose for the contents of the report are reviewed. The content of the CIPR addresses all standards and key elements of the CCNE Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs, amended April 2009. Many program administrators and faculty lack an understanding of the significance of the report, how to write the report, or what should be included. This article is designed to help guide the writers of the report through the process.

Geographic Variations in Health Care Workforce Training in the US

In the United States, registered nurses (RNs) are trained through 1 of 3 educational pathways: a diploma course, an associate's degree, or a baccalaureate degree in nursing. A national consensus has emerged that the proportion of RNs who are baccalaureate trained should be substantially increased. Yet, achieving that goal may be difficult in areas where college graduates are unlikely to reside. To determine whether the level of training of the hospital RN workforce varies geographically, along with the education of the local general workforce. Cross sectional, ecological study. Hospital nurses who participated in the National Sample Survey of Registered Nurses in 2004 (N=16,567). RN training was measured as Diploma, Associates degree, or Baccalaureate degree or above. County-level general workforce quality was assessed as the adult college graduation rate. Counties were divided into US population quartiles, with the highest quartile (Q4) having >29.3% college graduates, and the lowest quartile (Q1) having <16.93% college graduates. Hospital RNs have a higher level of training in counties where the general population is better educated. For example, in Q4, 55.2% of hospital RNs are baccalaureate trained; in Q3, 50.2%; in Q2, 45.2%; and in Q1, 34.9% (P<0.001 for all pairwise comparisons). The association between RN training and general workforce education is found in cities, towns, and rural areas. Nationwide, there are substantial geographic variations in the training of hospital RNs. Educational segregation (the tendency for educated people to cluster geographically) may make it more difficult to achieve a baccalaureate degree in nursing-rich nursing workforce in some areas of the United States. Further work is needed to assess whether educational segregation similarly influences the distribution of other health-care professionals, and whether it leads to variations in the local quality of care.

Going alone: The lived experience of female Arab-Muslim nursing students living and studying in the United States

Since 2004, international student enrollment in the United States has increased. Middle Eastern students studying in the United States have been part of the increase. In 2008-2009 there were 29 140 Middle Eastern students, representing an 18% increase from the previous academic year. Despite these increases, there is limited research examining the experience of Arab-Muslim international students or international nursing students studying in the United States. Phenomenological inquiry was used to describe the experience of 12 female Omani nurses living in the United States while studying for their baccalaureate degrees in nursing. The women described the experience of going alone and being away from the support and presence of their large, extended families; this influenced their international student experience. They also described their religious, cultural, and educational adaptation. The experience of living and studying nursing in the United States was transformational as they became self-reliant, learned their capabilities, and adapted to cultural and educational expectations.

Spirituality-Based Nursing Practice by Nursing Students: An Exploratory Study

This exploratory mixed-method study examines the nature of awareness and application of spirituality in senior nursing students in two separate nursing baccalaureate degree nursing programs. A comprehensive study of the literature yielded 45 statements on personal spirituality and its use in patient care, which were converted to a Likert-type scale questionnaire used as the instrument for this study. A purposive sample consisted of 86 senior-level nursing students in their final semester of study in both schools. Independent t tests, stepwise regression analysis, and factor analysis were used to determine the nature of spiritual-based nursing practice by these students in terms of their awareness, use, and understanding of this metaphysical dimension of health care. Combined mean spirituality score was 128.76; spirituality scores from the two groups were not significantly different, t(64)= 0.668, P = .507. Factor analysis extracted five dimensions of spirituality-based nursing. Results were used to support the development of a practice theory of spirituality-based nursing practice. Findings can be used to advance nursing theory, provide direction for curricular development, and strengthen nursing practice.

Associate degree nursing: entry into practice—link to the future

Associate degree nursing is in a unique position to address two challenges currently facing the nursing profession—the shortage of registered nurses and the lack of adequate numbers of baccalaureate degree-prepared nurses. Associate degree nursing programs increase the numbers of adequately prepared nursing graduates through enrollment increases and retention measures while encouraging and assisting associate degree-prepared nurses to obtain their baccalaureate degrees in nursing. Improved patient outcomes can be attained through each of these initiatives.

Factors Related to Progression and Graduation Rates for RN-to-Bachelor of Science in Nursing Programs: Searching for Realistic Benchmarks

Measurement and analysis of progression and graduation rates is a well-established activity in schools of nursing. Such rates are indices of program effectiveness and student success. The Commission on Collegiate Nursing Education (2008), in its recently revised Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs, specifically dictated that graduation rates (including discussion of entry points, timeframes) be calculated for each degree program. This context affects what is considered timely progression to graduation. If progression and graduation rates are critical outcomes, then schools must fully understand their measurement as well as interpretation of results. Because no national benchmarks for nursing student progression/graduation rates exist, schools try to set expectations that are realistic yet academically sound. RN-to-bachelor of science in nursing (BSN) students are a unique cohort of baccalaureate learners who need to be understood within their own learning context. The purposes of this study were to explore issues and processes of measuring progression and graduation rates in an RN-to-BSN population and to identify factors that facilitate/hinder their successful progression to work toward establishing benchmarks for success. Using data collected from 14 California schools of nursing with RN-to-BSN programs, RN-to-BSN students were identified as generally older, married, and going to school part-time while working and juggling family responsibilities. The study found much program variation in definition of terms and measures used to report progression and graduation rates. A literature review supported the use of terms such as attrition, retention, persistence, graduation, completion, and success rates, in an overlapping and sometimes synonymous fashion. Conceptual clarity and standardization of measurements are needed to allow comparisons and setting of realistic benchmarks. One of the most important factors identified in this study is the potentially prolonged RN-to-BSN timeline to graduation. This underlines the need to look beyond standardized educational norms for graduation rates and consider the realities of "persistence" by which these students are successful in completing their studies. It also raises the question of whether student success and program success/effectiveness are two separate measures or two separate events on one progression timeline. While clarifying our thinking about success in this population of students, the study raised many questions that warrant further research and debate.

Nurses’ development of professional self – from being a nursing student in a baccalaureate programme to an experienced nurse

To investigate how baccalaureate degree nurses conceive their professional self over time, by following them from being students until some years after graduation. Competence and professional development in nursing has been studied and discussed in many research studies. However, how baccalaureate degree nurses judge themselves and their own competencies as professionals over time remains a topic for further research. Quantitative and longitudinal. Respondents were students entering the three-year academic nursing programme 1993-1995 at a Swedish university. The Nurse Self-Description Form was used at the beginning of the education programme (n = 163), just before graduation (n = 124) and 3-5 years after graduation (n = 82). Data were analysed using parametric and non-parametric procedures. Generally, the respondents rated their professional self highly and rather stably over time on items related to humanistic values, practical, affective and social skills. Six of the 19 items increased significantly during the transition from student to nurse. The rating of the components 'Knowledge mastery' and 'Desire to contribute through research' decreased over time after graduation. Gender, previous studies in health care and participation in development or research work as nurses, influenced the results in some parts. In the transition from novice students to experienced nurses, the participants saw themselves well equipped compared with others regarding traditional components of nursing competence. However, their self-judgement decreased in components related to the new demands of a professional nurse. The findings illuminate an urgent need to search for further understanding about reasons why nurses decrease in self-judgement concerning these components. As the judgement of professional self is of importance to good performance in nursing, this study shows the need for further collaboration between the nursing education and the health care sector, in which nurses practice and also supervise nursing students.

Integrating the Curriculum to Advance Baccalaureate Nursing Education

In 2004, the School of Nursing at the University at Buffalo began a program in which individuals with a degree in another field could complete an intensive 12-month program leading to a baccalaureate degree in nursing. Curriculum design using courses from the basic baccalaureate and RN-to-BS program, as well as graduate courses, not only provided the opportunity to integrate accelerated bachelor of science (ABS) students with the other student populations but eliminated the need for the development of courses specific to the ABS program. A unique feature of the program is the incorporation of graduate courses, allowing students to earn 9 to 12 graduate credits. The potential for future nursing leaders has also increased, given the characteristics of these mature, highly motivated, career-minded students who have chosen nursing as a second career.

The Collaborative Track Option for BSN Education

As the healthcare needs of patients in acute and community settings become increasingly complex, the demand for nurses with baccalaureate and higher degrees will increase. The collaborative efforts of faculty from 1 university and 4 community colleges created a model for increasing the number of BSN graduates in 4 years. The authors describe this collaborative track model that efficiently uses the strengths and resources of both community colleges and a university for preparing baccalaureate degree nurses.

Community partnerships for an LPN to BSN career mobility project.

Based on a 6-year, learn and earn curriculum, the authors report on a year-old project that assists licensed practical nurses (LPNs) to obtain a baccalaureate degree in nursing (BSN). Partnerships with 4 area healthcare agencies employing LPNs were developed to support students with full or partial tuition reimbursement and work schedules to accommodate classes. Key university staff in the offices of admissions, financial aid, adult programs and services, and nursing advisement are assigned to this student group to provide individualized assistance. The authors discuss unique components of the project including regularly scheduled role transition seminars, faculty mentors, BSN and nurse practitioner clinical mentors, and clinical experiences in nurse-managed clinics.

The value of education in a licensed profession: the choice of associate or baccalaureate degrees in nursing

This paper assesses the relative value to employers and Registered Nurses (RNs) of different types of basic education in nursing: the associate degree; the baccalaureate degree; and the nursing diploma. Using the National Sample Surveys of Registered Nurses the determinants of nursing wages are evaluated with a Tobit model. After finding that RNs do not expect to gain (financially) from obtaining the baccalaureate degree in nursing (BSN) the reasons why a prospective nurse would pursue a BSN are explored. Non-wage career objectives and personal circumstances when education begins appear to be more important determinants of the choice of RN training than financial returns.

Associate and baccalaureate degree final semester students' perceptions of self-efficacy concerning community health nursing competencies.

A quantitative study was undertaken to examine whether final semester associate degree nursing (ADN) and baccalaureate degree nursing (BSN) students who experienced community health nursing content perceived themselves as self-efficacious to work as community health nurses (CHNs) with individuals, families, and communities. Additionally, the study examined the variance of perceived self-efficacy (PSE) accounted for by antecedent variables, performance accomplishments (PA), vicarious experience (VE), verbal persuasion (VP), and emotional arousal (EA). Questionnaires were mailed to faculty liaisons from 34 randomly selected National League for Nursing (NLN)-accredited schools in the United States. Statistical analysis revealed that the ADN and BSN final semester students perceived themselves to be equally self-efficacious to work with individuals and families. Significant differences were found, however, between the ADN and BSN students on PSE to work with communities. PA and VE explained 15% of the PSE variance suggesting that actual and VE contributes positively to a students' PSE to work as a CHN.

Information-seeking, research utilization, and barriers to research utilization of pediatric nurse educators.

This study used Roger's diffusion of innovations model to examine information-seeking, research utilization, and perceived barriers to research utilization of pediatric nurse educators in National League for Nursing accredited baccalaureate degree nursing (BSN) programs. A four instrument survey was mailed to 409 pediatric nurse educators. The response rate was 52 per cent. The most frequently selected sources of information for updating instruction of BSN students were nursing journals, educational activities by specialty groups, and nursing texts. The level of research utilization was estimated using the Nursing Practice Questionnaire-Education (NPQ-E). The level of research utilization for the eight nursing practices related to pediatric pain assessment and management was at the implementation stage. The highest perceived barriers to research utilization in clinical settings using the Barriers instrument were characteristics of the nurse followed by characteristics of the setting, the presentation, and the research. Pediatric nurse educators who selected nursing journals among their top three sources of information had significantly higher research utilization scores than those who did not select nursing journals among their top three sources of information.

Development and Testing of the Nursing Role Model Competence Scale (NRMCS)

Although contact with appropriate role models is considered essential for adequate professional socialization, no instruments exist for the measurement of role modeling or role model competence in nursing. The aim of this study was to develop and test a measure of perceived role model competence. Initial item sources for the Nursing Role Model Competence Scale (NRMCS) were literature-based. Twenty nine items were compiled for content validity assessment by two panels of persons identified as clinical and educational role models. Eight additional items were added as a result of the expert review and mailed to 2,000 baccalaureate and higher degree nurses in a southwestern state. Of the 1,053 respondents, 951 provided complete data on the NRMCS. Psychometric evaluation of the NRMCS included item-total correlations (.42-.70), principal axis factor analysis with varimax rotation (51% of the variance accounted for), reliability estimation using alpha and theta estimates (> .77) and item-factor correlations (.41-.70). The four NRMCS factors--Positive Regard, Competence, Assertive Leader and Professional Advocate--were statistically compared, with five of the six comparisons resulting in significant differences. Respondents with higher professional scores were found to rate their role models as more competent on the NRMCS factors.

Beyond Motivation: A Model of Registered Nurses' Participation and Persistence in Baccalaureate Nursing Programs

This study explored registered nurses' participation in baccalaureate nursing programs as a holistic phenomenon, focusing on eliciting their perspective of the process. Indepth unstructured interviews were conducted with 18 registered nurses who were at various points in their pursuit of the baccalaureate degree in nursing. Analysis revealed seven themes which were incorporated into a model describing registered nurses' participation in baccalaureate nursing programs. The themes define the primary tasks involved in participation and persistence, and describe factors which influence the achievement of these tasks. The findings identify a new variable involved in participation, increase our understanding of the role played by life transitions in participation, suggest a framework for examining relationships between school and nonschool variables in dropout, and have implications for several aspects of practice.

Profile of nonnurse college graduates enrolled in accelerated baccalaureate nursing programs.

Accelerated baccalaureate nursing programs have been found to be a feasible way of increasing the supply of professional nurses at a time of declining enrollments in schools of nursing. This study explored the sociodemographic characteristics of nonnurse college graduates who pursue baccalaureate degrees in nursing. Students' gender, age, income, previous education, occupation, work setting, and nursing experience were studied. Data were collected from 166 nursing students (71 per cent) from the 10 (100 per cent) schools of nursing in the United States that offered the accelerated baccalaureate nursing programs in 1988. The findings of this study have important policy implications for nursing administrators, educators, and recruiters for planning of this type of nursing education program.

Community as Client: A 'Hands-On' Experience for Baccalurate Nursing Students

This article describes how Bachelor of Science in Nursing (BSN) students are introduced to the concept of community as client. Although this concept is widely accepted, at least theoretically, the majority of community health nursing practicums for baccalaureate students are in working with individuals and families as clients. The community health nursing faculty at La Roche College believe that undergraduate students should not only have the experience of decision making and problem solving at the individual and family level but also at the aggregate or community level. The process of actualizing the community as client concept through "hands on" experience is the focus of this article. Our student body consists of registered nurses seeking their baccalaureate degree in nursing.

Learning Styles and Learning Preferences of First and Fourth Semester Baccalaureate Degree Nursing Students

Learning styles and preferred learning approaches are believed to have an influence on student learning. This study compared the learning styles and learning preferences of first and fourth semester baccalaureate nursing students, as well as explored changes in learning styles and learning preferences from first to fourth semester. The two predominant learning styles of both groups of students were Abstract Random and Concrete Sequential. According to Gregorc, (1982a), these learning styles are on the opposite poles in relation to perceiving and ordering information. No significant changes were found in learning style scores from first to fourth semester. Students indicated a range of preferences for 12 learning methods. Mean scores on three methods (slide/filmstrip, short lecture with question and answer, television/movies) dropped significantly from first to fourth semester. Implications for nursing education are discussed.