Online RN-BSN Research Articles

Differences in Persistence Between Adult Learners Enrolled in Two Online RN-BSN Progression Tracks.

The purpose of this quantitative, causal-comparative study was to examine if and to what extent differences exist for total Persistence Scale for Online Education-Nursing (PSOE-N) scores and mean persistence factor scores for adult learners enrolled in accelerated academic progression tracks ( n = 18) compared with adult learners enrolled in traditional academic progression tracks ( n = 26) in online RN-BSN completion programs. Total PSOE-N scores, mean perceived stress and support scores, and goal attachment scores were found to be statistically significantly different ( p < .05) between participants enrolled in a traditional track compared with those enrolled in an accelerated track.

Navigating public health clinical placements for rural online RN-BSN students

Purpose: In rural settings scare public health resources potentially limits the opportunities for nursing students living in these areas to participate in traditional one to one precepted experiences with public health agencies. To meet the revised Commission on Collegiate Nursing Education Standards related to direct clinical practice, creative strategies are needed for online degree seeking RN-BSN students who live in rural areas. This article explores an alternative learning experience by partnering students with a nonprofit healthcare institute to work on state health initiatives in the geographic region where the students reside.&#x0D; Process: In the absence of adequate opportunities for one to one precepted clinical experiences, student living in rural areas completing an online RN-BS program were partnered with a non-profit health organization. The students participate in an experiential learning experience to fulfill clinical hours in a public health setting as required by the Commission on Collegiate Nursing Education. In this case a cohort of students worked with a nonprofit healthcare institute on New York State’s T-21 campaign to further advance their knowledge on health initiatives driven by state health reform policy and actively participate community-based education.&#x0D; Conclusion: With a growing focus on population-based care and caring for vulnerable populations, particularly in rural areas, seeking clinical activities through partnerships with non-profit healthcare institute to improve health outcomes at the community level offers an alternative approach to engaging online degree seeking RN-BSN students in experiential clinical learning in communities with limited public health agency placements.&#x0D; Keywords: interprofessional learning, nursing accreditation, rural nursing students, service-learning pedagogy&#x0D; DOI: https://doi.org/10.14574/ojrnhc.v21i1.664

Students\u2019 perspectives of factors related to delayed completion of online RN-BSN programs

BackgroundThere are multiple educational programs for individuals to become registered nurses (RNs), and the transition from an associate degree or diploma to a Bachelor of Science in Nursing (BSN) degree is vital to healthcare. This study examined the factors contributing to delayed completion or withdrawal from online RN-BSN nursing programs from students’ perspectives.MethodThematic content analyses were conducted on qualitative data obtained from semi-structured interviews (N = 26).ResultsComplex factors contributed to delayed completion of online RN-BSN programs, including student-, institutional-, and faculty-related factors.ConclusionThis study validated and extends previous studies without delineating students in fully online programs from hybrid and face-to-face programs. Students, faculty, and institutions all have a role to play in facilitating on-time program completion. Recognizing and mitigating the barriers that delay on-time program completion is required to foster nurses to obtain a BSN degree.

The Efficacy of a Caring Teaching Module on Self-Reported Caring Behaviors of Online RN-BSN Students

The Efficacy of a Caring Teaching Module on Self-Reported Caring Behaviors of Online RN-BSN Students

Characteristics of RN to BSN students in online programs

BackgroundRegistered nurse to baccalaureate in nursing (RN-BSN) programs has rapidly moved to online formats to increase the ability of working nurses to earn their BSN degree. Nursing faculty are tasked with designing programs to meet the needs of the nursing workforce using best practices for online learning. ObjectivesDescribe RN-BSN student perceptions of their online programs, including clinical experiences. Specific aims were: 1) evaluate student satisfaction in online courses, 2) describe experiences students were required to have to meet clinical objectives, 3) determine generational differences in satisfaction with online learning 4) determine the students' perception of the value of course content in online program 5) examine life responsibilities impacting student program participation. DesignA descriptive cross-sectional design with convenience sampling was used. SettingParticipants included 43 RN-BSN students currently enrolled in at least one online course at one of six accredited nursing programs across the United States. MethodsSurvey data were collected over 4 months in the summer of 2019. The research team created a 9-item online survey, including investigator-initiated questions and demographic information. ResultsOverall satisfaction in online programs was high. Technology, nursing informatics, computer classes, research and evidence-based practice, public health, pathophysiology, pharmacology, leadership, reading text books, assessment, brushing up on skills, and emotional intelligence were most valued content. Least valued content included discussion boards and group projects. Clinical requirements and setting varied across programs. Life responsibilities impacted students' participation in online programs. ConclusionsOverall, students were satisfied and found value in their online RN-BSN coursework. Clinical experiences varied between RN-BSN programs and participation in online courses was impacted by extracurricular obligations. Based on this study, more data regarding what could be counted as clinical hours is needed. Faculty need to consider alternative ways to achieve learning outcomes. This study's outcomes may help guide faculty in developing RN-BSN programs and student-centered courses.

Practical Guidelines to Use Facebook as an Alternative to Discussion Boards for Online RN-BSN Students.

Practical Guidelines to Use Facebook as an Alternative to Discussion Boards for Online RN-BSN Students.

Evidence-Based Course Design: Does It Matter?

Distance education poses challenges in the process of learning that are unique to its method of delivery. In distance education attrition rates often exceed those associated with traditional programs (Killion et al., 2011). Strategies designed to facilitate student success in online education will promote student retention and support national initiatives for the advancement of education of the RN workforce as many nurses seek educational advancement through distance education (CCNE, 2013b; IOM, 2010). The purpose of this non-experimental exploratory project was to examine the difference in student satisfaction and end-of-course grades in an online RN-BSN completion program. Courses were developed in alignment with nationally recognized evidence-based design standards versus courses designed traditionally. Retrospective data was used to compare satisfaction ratings and end-of-course grades for students enrolled in courses of an online RN-BSN completion program two semesters before or two semesters after the courses were aligned with evidence-based design standards. A total of 782 participants were included in the project (n = 710 women and 72 men). The study sites’ end-of-course survey was used as the instrument to measure student satisfaction. Using independent sample t-testing and Mann Whitney U testing, analysis demonstrated no consistent statistical difference in student satisfaction scores or end-of-course grades. It is likely that faculty training related to evidence-based design standards two years before the program’s formal alignment initiative contributed to the lack of significance in the findings. A longer period for monitoring the impact of the evidence-based design structure is a recommendation for further study.

Evaluating Physical Assessment Skills in an Online RN-BSN Program.

Evaluating Physical Assessment Skills in an Online RN-BSN Program.

Use of Asynchronous Audio Feedback in Discussion Boards With Online RN-BSN Students.

Learning management systems are offering more complex technological tools to educators than ever before. One of these tools gaining interest is embedding audio files in discussion boards so the student can hear verbal feedback from the instructor. This study explored the effect of embedding audio feedback in discussion boards with RN-BSN students. The purpose of this research was to examine the instructional methodology of text-only versus audio-only feedback in discussion boards and the subsequent impact on teaching presence and sense of community in the course room. A quasi-experimental posttest design with a comparison group was used to examine the impact of using audio-only compared with text-only feedback in discussion boards. Multiple regression statistics consistently indicated that text-only feedback was preferred by online RN-BSN students in discussion boards over audio-only feedback. Use of text-only feedback in online course discussion boards increases the perception of teaching presence and sense of community.

The Importance of Community in Online RN-BSN Courses.

The Importance of Community in Online RN-BSN Courses.

Learning Experiences of Nursing Students in Online RN-BSN Programs in the United States

&lt;p&gt;&lt;em&gt;The complex profession of nursing requires the practitioner to be knowledgeable, skilled, and autonomous. It is estimated in the USA 36.8 percent of nurses hold degrees at the baccalaureate level and above. Evidence indicating baccalaureate-degreed nurses are better prepared to meet the demands of this complex profession has led to policymakers and practice leaders touting the importance of this degree. RNs are seeking the BSN degree in increasing numbers. However, due to family, work, and personal time constraints, traditional means of education may not be a viable option for many, and distance learning provides an alternative for students who might not be able to pursue degrees. The number of RN-BSN online education programs has increased significantly over the last decade. There is a great deal of research regarding the efficacy of these programs but little research exists regarding the learning experiences RN-BSN students have in these programs. The intent of this research study was to examine the structure of the learning experiences of RN-BSN students participating in online education programs. To accomplish this goal, data were obtained from 11 interviews with RN-BSN online education students about their perceptions and assumptions before beginning their coursework, and their perceptions and actual experiences, as well as, perceived challenges after experiencing the programs.&lt;/em&gt;&lt;/p&gt;

Teaching Strategies to Increase Emotional Intelligence: Do They Make a Difference in Online RN-BSN Students?

Emotional intelligence (EI) is an essential component to nursing practice and research suggests it can be increased through targeted teaching strategies (Cherry, Fletcher & O’Sullivan, 2013; Freshwater & Stickley, 2004), yet no research has been done within the setting of online RN-BSN education. The purpose of this non-experimental pretest posttest pilot study utilizing retrospective data was to examine the impact EI education has on the EI levels of online RN-BSN students enrolled in a nursing program in the Midwest. The Trait Emotional Intelligence Questionnaire - Short Form (TEIQue-SF) was used as the pretest and posttest tool. The pretest was completed during an orientation course to the online RN-BSN program and the posttest was completed at the end of the first nursing course. The educational strategies in the first nursing course included a unit on EI, reflective discussions and journaling, and a service project with reflective writing. Data analysis of a consecutive sample (N = 14) demonstrated the difference between the means of the pretest and posttest scores were not statistically significant with a p ≤ .05. Although the mean scores were not statistically significant (p = .218 two-tailed), the majority of the students increased their EI scores between the pretest and posttest. Recommendations for future research and implications for nursing practice and education are discussed.

Influence of Nursing Faculty Discussion Presence on Student Learning and Satisfaction in Online Courses.

This study determined the relationships between faculty participation in online discussions with student satisfaction and perceived learning in online RN-BSN and MSN courses. Analysis of faculty participation in online courses (n = 280) demonstrated a relationship between faculty participation and student satisfaction and perceived learning. The results of this study offer guidance on the minimal faculty participation necessary in online discussions in nursing courses.

Population‐Focused Nursing: Advocacy for Vulnerable Populations in an RN‐BSN Program

The purpose of this article is to describe an innovative learning activity for online RN-BSN students designed to foster advocacy for vulnerable populations. The Vulnerable Population Advocacy Assignment, included as a component of the online Population-Focused Nursing class, provides students with the opportunity to identify and develop an awareness of issues impacting vulnerable populations and to advocate for policy changes that will influence the health of individuals, families, and populations. RN-BSN students build on previous knowledge and skills in professional communication and advocacy as they develop a policy statement designed to address health disparities impacting local, national, and global populations.

Implementing a Writing Course in an Online RN-BSN Program

Scholarly writing is an essential skill for nurses to communicate new research and evidence. Written communication directly relates to patient safety and quality of care. However, few online RN-BSN programs integrate writing instruction into their curricula. Nurses traditionally learn how to write from instructor feedback and often not until midway into their baccalaureate education. Innovative strategies are needed to help nurses apply critical thinking skills to writing. The authors discuss a collaborative project between nursing faculty and technical communication faculty to develop and implement a writing course that is 1 of the 1st courses the students take in the online RN-BSN program.

Promoting Academic Integrity in an Online RN-BSN Program

The goal of this quasi-experimental study was to investigate an academic integrity (AI) intervention in an online RN to BSN nursing program. Academic integrity is an issue in academia, with problems in this area increased by the proliferation of online and alternative learning environments. Students newly admitted to a RN to BSN nursing program were randomly assigned to a control group (n = 169), which received the usual honor code exposure, or a treatment group (n = 177), which received a faculty-designed intervention. At the completion of the semester students were asked to complete an academic integrity survey tool. Overall self-reported cheating was very low in both groups. Students in the treatment group reported higher levels of faculty and student support for AI policies and perceived these policies to be more effective (p < .05). While more research is needed in the area of AI, especially in post-licensure nursing students, faculty-initiated discussions appear to foster a culture of AI.

Promoting Academic Integrity in an Online RN-BSN Program

Promoting Academic Integrity in an Online RN-BSN Program

The Influence of the Metaparadigm of Nursing on Professional Identity Development Among RN-BSN Students

This paper is a report of an interview about the metaparadigm of nursing and the influence of the metaparadigm on the professional identity development of students enrolled in an online RN-BSN program.

NURSING 911: An Orientation Program to Improve Retention of Online RN-BSN Students

This article describes the implementation and evaluation of an eight-hour, comprehensive, face-to-face orientation program designed to improve student retention in a newly developed online RN to BSN program. A total of 179 newly enrolled RN to BSN students participated in the orientation program and evaluated the process. Student attrition decreased from 20 percent to less than 1 percent after the orientation program was extended and improved to include a technology assessment and an online practice course. A quality online program requires a well-designed orientation that includes technological assessments and hands-on, active participation by the learner. The newly improved and designed course has become effective in student retention and transition into the online learning environment.

Social Presence, Satisfaction, and Perceived Learning of RN-to-BSN Students in Web-Based Nursing Courses

The purpose of this study was to assess social presence in online nursing courses and its relationship to student satisfaction and perceived learning. The Social Presence scale and the Satisfaction scale were administered via an Internet survey to students (n = 128) in an online RN-BSN program. Results indicated a strong relationship among satisfaction, social presence, and instructor performance. All subdomains of social presence correlated highly with the satisfaction subdomains, except the communication factor. A strong relationship was found between perceived learning and social presence and comfort with the online course. Overall social presence, instructor performance, and the subdomains of social presence predicted a significant amount of total variance in overall satisfaction and perceived learning. No significant relationships were found between the demographic factors and overall social presence or perceived learning. Results of this study can assist nurse educators in providing optimal online educational experiences for students.