Bachelor Of Science In Nursing Research Articles

Non-Bachelor of Science in Nursing Registered Nurse to Bachelor of Science in Nursing Registered Nurse: A Change in Critical Thinking.

With recommendations from national nursing associations and accrediting bodies to transition to an all baccalaureate prepared nurse workforce by 2020, it is important to understand the expertise that a baccalaureate degreed nurse brings to patient care. The purpose of this article is to establish the differences of a non-bachelor of science in nursing (BSN) registered nurse and a 4-year prepared nurse, as well as to identify the education and clinical trends in critical care that require a BSN-prepared nurse. The history of associate degree and diploma degree nurses is admirable and served a purpose serving up to and post World War II. In more recent years, particularly in critical care, as health care is becoming more complex, extension of technology, and pay-for-performance issues are tied to patient outcomes, it is essential the non-BSN registered nurses return to continue their education earning a BSN degree.

Student Engagement in Online Nursing Courses.

The purposes of this study were to determine the level of engagement of registered nurse (RN) to Bachelor of Science in Nursing (BSN), Master of Science in Nursing (MSN), and Doctor of Nursing Practice (DNP) nursing students enrolled in online nursing degree programs and to understand whether there are generational differences in level of student engagement. Significant differences were noted for engagement level between generations of students, but no significant difference was noted in the engagement level of students from RN to BSN, MSN, or DNP programs.

Joint Education Fosters Collaboration and Role Clarity Between Practical and Degree Nursing Students.

Tensions and hierarchies among nurses who have different educational preparations can hinder effective communication and collaborative practices. A 2-year longitudinal cohort study involving 214 participants explored the influences of joint education on Canadian Practical Nursing (PN) and Bachelor of Science in Nursing (BScN) students. Joint education helps students dismantle unhelpful power relations, address myths and misconceptions about the other, and develop respect for each other's contributions to patient care. Joint education enhances collaboration between nursing designations by placing a focus on the actual knowledge, skill, and judgment rather than on the hierarchies established through credentialing. Joint education also assists students to see overlap in scope of practice and points of intersection requiring collaboration. This understanding promotes safe patient-focused care. Contextualizing the findings within broader discourses, such as the professions, institutions, regulating organizations, and sociopolitical relations within nursing, exposes future possibilities within nursing education. [J Nurs Educ. 2016;55(11):623-630.].

Developing PhD Nurse Scientists: Do Bachelor of Science in Nursing Honors Programs Help?

The critical need for more nurses with research doctoral degrees to replace vacancies among retiring nursing faculty and nurse administrators is identified. The Future of Nursing report recommends that the number of nurses with PhD degrees double by 2020. Encouraging nursing students to begin doctoral education early in their careers is essential to meeting this goal now and in the future. One method to promote early enrollment into doctoral education is participation in a bachelor of science in nursing (BSN) honors program. We describe the recruitment and application process, mentor selection, scholarly activities, and publication of final manuscripts for one such program. The success of one BSN honors program in enabling graduation with university honors and encouraging enrollment and graduation with doctoral degrees is described. The development of more BSN Honors programs and enhancement of activities of current programs are recommended. [J Nurs Educ. 2016;55(10):579-582.].

Technology Integration in Nursing Education: Its Implications to Colleges of Nursing in Western Visayas, Philippines

This research was conducted to determine the technology integration in nursing education and its implications to the Colleges of Nursing in Western Visayas, Philippines. The study included selected six higher education institutions offering Bachelor of Science in Nursing. The respondents of the study were the Dean of the College of Nursing, Audio-Visual Resources (AVR) Director, Library Director, Nursing Arts Laboratory Coordinator, Nursing Faculty and the 218 Level IV Nursing Students. Based on the findings, the top five available technology resources and facilities utilized by the nursing faculty were laptop and computer, microsoft office, microphone, sound system, and multimedia projector. The extent of information and communication technology (ICT) skills and the extent of integration of technology resources and facilities of the nursing faculty in teaching and learning process were moderate. The result suggests that the nursing faculty are competent in ICT. The use of ICT was found to be useful in their teaching responsibility. If they use ICT with greater confidence, the more they can integrate technology in their instructional preparation, delivery, and evaluation. It was also found that the extent of benefit of integration of technology resources and facilities as experienced by the nursing students was moderate.There is a significant relationship between the extent of skills of nursing faculty in using the information communication technology (ICT) and extent of integrating technological resources and facilities in teaching and learning process.

The effect of prior healthcare employment on the wages of registered nurses.

BackgroundThe proportion of registered nurses (RNs) with employment in health-related positions before their initial RN education has increased in the past two decades. Previous research found that prior health-related employment is positively associated with RN workforce supply, potentially due to the wage differences based on different career paths. This study’s objective is to test the hypotheses that prior health-related employment is associated with differences in starting wages and with different rates of wage growth for experience as an RN.MethodsWe conducted a cross-sectional analysis using the 2008 National Sample Survey of Registered Nurses (NSSRN) linked with county-level variables from the Area Health Resource File. We estimated a Heckman model where the second-stage equation’s outcome variable was the logarithm of the RN hourly wage, accounting for the self-selection of working or not working as an RN (i.e., the first-stage equation’s outcome variable). Key covariates included interaction terms between years of experience, experience squared, and six categories of prior health-related employment (manager, LPN/LVN, allied health, nursing aide, clerk, and all other healthcare positions). Additional covariates included demographics, weekly working hours, marital status, highest nursing degree, and county-level variables (e.g., unemployment rate). We estimated the marginal effect of experience on wage for each type of prior health-related employment, conducting separate analyses for RNs whose initial education was a Bachelor of Science in Nursing (BSN) (unweighted N = 10,345/weighted N = 945,429), RNs whose initial education was an Associate degree (unweighted N = 13,791/weighted N = 1,296,809), and total population combining the former groups (unweighted N = 24,136/weighted N = 2,242,238).ResultsPrior health-related employment was associated with higher wages, with the strongest wage differences among BSN-educated RNs. Among BSN-educated RNs, previous employment as a health care manager, LPN/LVN, or nursing aide produced statistically higher starting wages ($1.72-$3.86 per hour; $3400–$7700 per year; p = 0.006–0.08). However, experience-based wage growth was lower for BSN-educated RNs previously employed as allied health workers, LPN/LVNs, or nursing aides. Among Associate degree-educated RNs, wage difference was not observed except for higher initial wage for RNs with previous employment as LPN/LVNs.ConclusionsPrior employment in health-related positions was associated with both starting salary and experience-based wage growth among BSN-educated RNs. The higher wage return for those with a BSN may motivate non-RN healthcare workers to seek a BSN in their transition to RN jobs, which could help advancement toward the 80 % BSN workforce recommended by the U.S. Institute of Medicine.Electronic supplementary materialThe online version of this article (doi:10.1186/s12913-016-1667-0) contains supplementary material, which is available to authorized users.

Knowledge Regarding Basic Life Support Among Nurses of a Tertiary Level Hospital of Nepal

Introduction: Basic life support (BLS) is an emergency procedure that consists of recognizing an arrest and initiating proper cardio pulmonary resuscitation (CPR) techniques to maintain life until victims either recovers or is transported to medical facility where advanced life support are available. It is very important that all nurses know about basic life support to save lives of patients. Methods: A descriptive cross-sectional study was conducted in 50 nurses working in various intensive and high care units of our teaching hospital to assess their Knowledge on BLS. Non-probability purposive sampling technique was used for data collection for which self-administered semi-structured questionnaire was used. Results: Majority (46%) of the respondents were between 20 to 25 years of age. 52% of respondents were of Proficiency Certificate Level (PCL), 36 % of bachelor of nursing (BN) and 12% Bachelor of Science in Nursing (B.Sc Nursing). 36% respondents had working experience of 5-10 years and 6% of 10-15 years. All respondents had heard about BLS but 86% of them had never attended any BLS training. Most of the respondents (86 %) had seen CPR being done and more than half of the respondents (58%) had done CPR. 62% stated circulation, airway and breathing as the latest CPR sequence. 90% of the respondents said cardiac arrest is the indication of CPR. 66 % had inadequate knowledge, 32% had moderate knowledge while minority 2 % had adequate knowledge on Basic Life Support.Conclusion: Knowledge of Basic Life Support (BLS) among Nepalese nurses was inadequate in majority of cases. There was also no association between the knowledge and academic qualification or experience.

Verbal Learning Style as the Least Preferred Learning Style of Students in an Asian Country

Learners develop a preferred way of choosing their learning styles because of their genetic makeup, their particular life experiences, and the demands of their present environment. Hence, the study aimed to determine the learning styles of freshmen students in the language class at Benguet State University, Philippines. Using descriptive - survey method, a questionnaire was used to gather data. It also used the Felder-Solomon Index of Learning Styles (FILS) which consisted of 44 questions designed to identify learning styles of learners. The study showed that their dominant learning style is Visual while Verbal is the least. According to their degree programs, the dominant learning style of the Bachelor in Secondary Education and Doctor of Veterinary Medicine students is Sensory while Bachelor of Science in Nursing, Bachelor of Science in Home Economics, Bachelor of Science in Information Technology, Bachelor of Science in Agricultural Engineering, and Bachelor of Science in Agriculture are all inclined to Visual. Based on the empirical findings and conclusions of the study, the researcher recommends that teachers should devise classroom activities suited for the students' learning styles focusing more on their verbal learning style that will activate their communication skills.

Breathing Life into the Syllabus: The Collaborative Development of a First-Year Writing Course for Nursing Students

In this essay, we tell the story of how a team of English and nursing professors came together to develop curriculum for a mandatory first-semester writing course in the collaborative Bachelor of Science, Nursing (BScN) at Fanshawe College and Western University, both in London, Ontario. The discussion focuses on the implementation of the course at the Fanshawe site. Following a review of literature that has informed our thinking about writing in nursing, we discuss how the team, consisting of both English/writing and nursing faculty, solved curriculum problems to develop an effective course. We also look forward to areas for future development.

A Case-Based Curriculum With the Nurse as Coach.

Nurses need new skill sets that emphasize health outcomes and cost reduction. A bachelor of science in nursing (BSN) program partnered with community agencies to design a curriculum to address these skills. Two focus groups were conducted with 24 participants employed as care coordinators, nurse coaches, or health navigators. Three themes and subgroups emerged that guided a curriculum design that emphasized case-based rather than place-based client focus, coaching as a curriculum thread, and new and varied community experiences. Community health concepts were introduced early and reinforced throughout. Health coaching was identified as a powerful framework and tool to address client needs. Further study is needed to measure outcomes of the new curriculum. Changing paradigms in nursing education is challenging. Care coordination and coaching skills can broaden the competency base of RNs and can be included in a BSN curriculum. More study is needed to measure outcomes. [J Nurs Educ. 2016;55(5):292-295.].

BSN Program Admittance Criteria: Should Emotional Intelligence Be Included?

Despite the importance of one's emotional intelligence, BSN (Bachelor of Science in Nursing) nursing schools routinely admit candidates based on the student's cumulative college course grade point average (GPA). Nursing is a profession that requires one's ability to empathize, care, and react in emotionally sound manners. Is the GPA enough to determine if a student will evolve into a professional nurse? This article will explore the routine admittance criteria for BSN nursing programs and propose the concept of using the emotional intelligence tool as an adjunct to the cumulative college course GPA. The emotional intelligence theory will be identified and applied to the nursing profession.

Analyzing the learning style and study habit of students in the faculty of nursing of Al Jabal Al Gharbi University, Gharyan, Libya

Through learning, everyone becomes educated but learners should have a style to learn and possess a habit that match how they study. These two variables are vital as guide for educators or mentors to come up with such methodology or strategy in promoting quality and effective teaching-learning environment. With this, it is the purpose of this study to investigate the learning style and study habit of students in the Faculty of Nursing, Al Jabal Al Gharbi University, Gharyan, Libya according to their gender, year level and age group. A mixed methods of research was used and the data gathering tool used to assess variables consisted of the Visual, Auditory and Kinaesthetic (VAK) Learning Style Inventory (LSI) and the Study Habit Inventory utilizing the study attitude inventory (SAI) with four scales known as Motivation, Study Method, Exam Technique and Lack of Distraction. A descriptive design was employed to determine the learning style and study habit of Bachelor of Science in nursing (BSN) students. Generally, BSN students found to be visual learners and have the motivation as the most scaled study habit. Furthermore, differences on learning style and study habit according to demographic profile vary. Indeed, There is a strong relationship between the learning style and study habit among BSN students of Al Jabal Al Gharbi University, Gharyan, Libya.

General Education Course Enrollment Patterns in a Community College Baccalaureate RN-To-BSN Program


 
 
 This quantitative study utilizes ex post facto data to examine the graduation rates and time to degree of 240 students enrolled in a bachelor of science in nursing (BSN) program at a community college in Florida. The findings indicate that students who completed all general education requirements before entering the program were more likely to graduate in three years than students who completed some general education requirements after entering the program.
 
 

Fluency Assessment of First Year EFL Learners in St. Theresa International College

The global market demands for speaking English since the cross-border business communication is done in English. To meet this challenge, it has become imperative for schools to assess the fluency level of their students in order to cater to their needs. This study was conducted to determine the level of oral fluency of St. Theresa International College EFL leaners in the dimensions of : fluency, meaning and ideas, and vocabulary extent. The study also compared the level of fluency of the EFL learners from the different faculties. The descriptive statistics of mean and standard deviation were used for data analysis. The findings showed that the EFL learners of St. Theresa International College have attained a high level of fluency in vocabulary, moderate level in oral fluency, and low level in meaning and ideas as well as in sentence structure. When grouped according to faculties, the findings showed that International Business, Bachelor of Science in Nursing, and Business English and Bachelor of Education students are in moderate level of fluency while those in Public Health and Sports Management had low level of fluency. In general, the level of fluency of St. Theresa International College EFL learners is in need of urgent improvement considering that majority of the students have reached only moderate level of fluency. Hence, a pedagogical model was developed to meet the needs of ESL learners. This model has specific stages which can lead to the development of skills in oral fluency, meaning and ideas, sentence structure and vocabulary.

Graduating nurses' self-efficacy in palliative care practice: An exploratory study

BackgroundEducational institutions and the health care industry agree that graduates from professional programs need to be “work ready” and capable of delivering competent and confident nursing care. One measure of program success is the student's self-efficacy in meeting expected graduate capabilities. In this study student's self-efficacy is related to palliative care graduate capabilities. AimTo explore graduating Bachelor of Nursing Science (BNSc) students' self-efficacy in caring for palliative care patients. DesignA qualitative design using semi-structured face-to-face interviews. SettingA regional Australian university. ParticipantsA purposive sample of 10 students in their final semester of study in a Bachelor of Nursing Science degree program. MethodSemi-structured face-to-face interviews were conducted. Interview questions were informed by published palliative care graduate capabilities. Interview data were transcribed verbatim and coded by capability. The coded data were then analysed to determine evidence of self-efficacy in caring for palliative care patients. ResultsAll participants had experiences in caring for palliative care patients. However, the responses did not consistently reflect high degrees of self-efficacy in four documented palliative care graduate capabilities required to care for persons with a life-limiting illness. ConclusionsThe findings support others that have identified gaps between curriculum and health care industry requirements in terms of students' beliefs about their empowerment to deliver nursing care as graduates. Education interventions and approaches to program evaluation require further development to better support students' growth of self-efficacy in undertaking their graduate roles.

An Examination of Interprofessional Team Functioning in a BScN Blended Learning Program: Implications for Accessible Distance-Based Nursing Education Programs

In this study, the perceptions and experiences of an interprofessional team responsible for the development and delivery of the Registered Practical Nurse (RPN) to Bachelor of Science in Nursing (BScN) Blended Learning Program at Nipissing University were examined. In this program, RPNs can acquire a BScN through distance-based part-time study, including online courses and clinical practicum. In three years, the program has grown from an initial intake of 60 students to a current enrolment of over 600 students (Fitzgerald, Beattie, Carter, & Caswell, 2014).The success of the program is attributed to three factors: a part-time curriculum that permits students to work as they study; partnerships with hospitals and other clinical facilities to support the nurse-learner’s clinical placements; and the performance of a highfunctioning interprofessional team. This study of teamwork will benefit nursing and adult learning educators as well as e-learning professionals involved in the development and delivery of flexible programs for working nurses.

Revision and Psychometric Testing of the Safe Administration of Medications Scale.

This study describes revision and psychometric testing of the Safe Administration of Medications-Revised (SAM-R) scale. The SAM-R scale was revised and tested to assess Bachelor of Science in Nursing (BSN) students' readiness to safely deliver medications through simulated case studies and associated vignettes. Subjects were junior- and senior-level BSN students (N = 227) from a large Midwestern university. Both classical testing and item response theory (IRT) were used to analyze item and group results. Face, content, and construct validity were assessed. Internal consistency reliability of the scale was .736. IRT provided item-level information, using a one-parameter logistic model, but the sample size was inadequate for testing more complex models. Evidence was obtained for reliability, face, content, and construct validity. Further revisions, and a larger sample size, are warranted.

Attitudes of Nursing Faculty Members and Graduates towards the Objective Structured Clinical Examination (OSCE)

The aim of this study was to evaluate the attitudes of faculty and graduates of college of nursing towards Objective Structured Clinical Examination (OSCE) as a valid and reliable method of clinical competency assessment in nursing ten years after its inception. Core nursing courses are based on instructional teaching methods and “hands-on” approach to impact cognitive, psychomotor skills and clinical judgments. Different clinical competency assessment methods are used globally; however, most of them are subjective. A descriptive survey using 16-item five-point likert scale questionnaire was conducted. The study sample consisted of 140 participants: 20 faculty members, 27 graduates of the Bachelor of Science in Nursing (BSN) Degree and 93 graduates of the Associate Degree of Nursing (ADN) programs with OSCE experience during their training. Data collection was carried out between October and November 2015. Eighty percent of faculty members, 74% of BSN and 62.3% of ADN graduates agreed that OSCE represented an objective evaluation method for psychomotor skills. Majority of the graduates perceived their OSCE experience positively although stressful. However, they have suggested the introduction of trial/mock OSCE prior to each exam to minimize the stress associated with it. In conclusion, there appears to be no single “gold-standard” assessment tool for clinical competency. OSCE assesses student nurses’ psychomotor skills in a non-clinical environment, therefore without risks to real patients. In combination with other assessment methods in the clinical settings, OSCE will provide a more comprehensive student psychomotor skill evaluation. OSCE experiences gave new nursing graduates confidence to work as registered nurses in health care settings.

A pilot study examining the effects of faculty incivility on nursing program satisfaction

Uncivil behavior in the classroom threatens the teaching-learning process. Research to date has focused on nursing student incivility in academia with little research examining the faculty role associated with incivility. Due to the lack of research examining faculty incivility toward nursing students, additional research in this area is indicated. The purpose of this study was to examine the effects of faculty incivility on nursing students' satisfaction with their Bachelor of Science Nursing (BSN) nursing program in a rural Southeastern state. Quantitative data was collected via surveys. Research questions included: (1) What percentage of senior nursing students report experiencing faculty incivility? (2) What is the relationship between faculty incivility and nursing students' ratings of program satisfaction? (3) In what educational settings does perceived incivility toward nursing students occur? (4) How do nursing students respond to perceived faculty incivility? The results of this survey revealed that 35.3% of students had at least one nursing instructor that put them down or was condescending toward them during their educational experience. Furthermore, 20.7% reported that two or more faculty put them down or were condescending toward them. Collectively, the pilot study revealed that over half of the participants reported faculty behaving in a way that was perceived as uncivil. Incivility in the nursing profession has been an on-going problem. The high number (over half) of participating students reporting that they perceived that at least one nursing instructor had put them down or was condescending toward them during their educational experience raises additional concerns for the level of civility in nursing programs and the role modeling that is presented to students. It is imperative that nursing faculty and students interact professionally and establish effective communication patterns.

Understanding clinical nursing education: An exploratory study

Clinical experiences are recognized as a critical aspect of nursing education, highlighting the importance of the perspectives of those providing clinical instruction. The aim of this mixed methods descriptive study was to discover the knowledge and guidance needs of preceptors and clinical faculty who provide clinical instruction to Bachelor of Science in Nursing (BSN) students. Fifteen clinical faculty and 17 preceptors were surveyed using a questionnaire developed and piloted by the researchers. Although preceptors and clinical faculty reported a high level of knowledge and confidence in their ability to guide student nurses, they also identified the need for additional support for their teaching roles. Analysis of the qualitative data provided insights into what helped and what hindered clinical instruction, as well as what could enhance clinical instruction. The development, implementation, and evaluation of formal education and mentorship processes for preceptors and clinical faculty are recommended in order to meet these knowledge and guidance gaps. Further research is also needed to explore how to clinical instruction could be tailored to the capacity of those engaged in the experiences and to clinical environments.