RN-BSN Program Research Articles

Implicit Bias Toward Lesbian and Gay Persons Among Nursing Students: A Correlation Study.

The purpose of this study was to measure implicit bias among nursing students toward lesbian and gay (LG) persons. Implicit bias is identified as a contributor to the health disparities experienced by LG persons. This bias has not been studied among nursing students. This descriptive, correlation study used the Implicit Association Test to measure implicit bias in a convenience sample of baccalaureate nursing students. Demographic information was collected to identify relevant predictor variables. Implicit bias in this sample ( n = 1,348) favored straight persons over LG persons ( D -score = 0.22). Participants identifying as male ( B = 0.19), straight ( B = 0.65), other sexuality ( B = 0.33), somewhat ( B = 0.09) or very religious ( B = 0.14), or enrollment in an RN-BSN program ( B = 0.11) predicted stronger bias favoring straight persons. Implicit bias toward LG persons among nursing students remains a challenge for educators.

Improving the local nursing workforce through creation of an RN-BSN program

Research consistently shows that BSN degree preparation is associated with improved patient outcomes. However, in Southeast Washington, the number of BSN-prepared nurses is far below the national average. To provide a seamless pathway for nurses to earn a bachelor's degree, Columbia Basin College created an RN to BSN online program. Through this program, students enjoy the flexibility of online learning, the affordability of community college education, and personalized coaching and advising to help ensure their success.

Who Did God Want You to Be?

Kelly Cole, MSN, RN, CAPA, is a nursing instructor in Tennessee. She graduated from St. Mary's School of Nursing in 1985, the King College RN-BSN program in 2010, and obtained her MSN in nursing education in 2012. The author declares no conflict of interest.

Student Retention and Success in an RN-BSN Program: Determining Variables and Methods

Background The Online Registered Nurse to Baccalaureate Science in Nursing (RN- BSN) Program has a retention rate of close to 97.5% (UTEP, 2020). Attrition rates in nursing programs are high. The National League for Nursing (NLN) last reported a 25 % attrition rate which may double for minority students in four-year nursing programs (NLN, 2014; Elkin, 2019). As online courses in colleges and universities are growing and are predicted to become mainstream by 2025, it is essential to identify factors contributing to our retention rates. American Association of Colleges of Nursing (AACN) has made it part of its 2021-2022 policy priorities to increase access to nursing programs (AACN, 2021). Objective The purpose of this study was to ascertain the factors affecting nursing student retention. The information was used to make changes to the existing online programs in our school and better support our students. The research question was “What factors do students identify that influenced their RN to BSN program retention?” Methodology The participants were chosen using a convenience sampling technique. The university was a public institution located in a border town. Three types of questions were asked: (1) general demographic information, (2) nursing career, and (3) program requirements for the RNBSN. Results A total of 33 participants completed the RN-BSN retention program study. The findings indicated that several general factors contribute to retention and student success, including student support services, mandatory orientation programs for students and faculty, credit student success courses, remedial academic ability programs (which discuss support services, particularly computer tech support), and recognizing the importance of diversity in the classroom and at work. Conclusion Examining the characteristics of distance education students, as well as their distinct abilities and needs, may assist schools in improving student retention. Reconsidering the characteristics and unique features of distance learning students may help schools retain students with a variety of needs, such as access to scholarships, loans, and financial incentives to continue their education.

Managing the unexpected: Stressors and solutions for challenges experienced by RN-BSN students during an unprecedented global pandemic.

BackgroundThe year 2020 brought the world the Coronavirus and the resulting pandemic. A large contingent of registered nurses (RNs), working as essential workers, were also attending classes in online accelerated programs (OAPs) to earn their BSN degree. Attending school as a working RN, can be stressful. During an active pandemic, it can be overwhelming.PurposeThis quality improvement project was aimed to identify students' stressors in an online accelerated RN-BSN program, and to use the results to make adjustments in coursework to decrease academic stress while improving student success.MethodA Qualtrics survey was distributed to 1992 active RN-BSN students to identify the student's “biggest challenges or stressors”, and 302 students responded listing 1105 stress responses and elaborations. The survey included some academic suggestions by faculty to alleviate course stress. Students commented on the usefulness of suggestions and proposed additional ideas. Compassionate interventions were employed in each core nursing course.ResultsAfter 2 terms a post-intervention survey was conducted to evaluate the effectiveness of the course interventions employed. A total of 276 students participated in the post-intervention survey, with 778 responses to the employed interventions.ConclusionsFindings show the importance of faculty vigilance in assessing cause for declines in academic performance. Using an inquiring approach and flexibility to adapt coursework while maintaining student learning outcomes is possible and can play a significant role in student success.

Construction and practice of a comprehensive nursing skills course with simulation in an RN-BSN program in China: a quasi-experimental study

BackgroundSimulation has been widely used in the teaching of pre-licensed nursing students and has shown positive results. However, there is limited evidence regarding the application of a comprehensive nursing course with simulation for Associated Degree in Nursing (ADN)-prepared nurses with different work experience times. Therefore, this study aimed to evaluate the satisfaction, self-confidence, and perceptions of scenario simulation among Chinese nurses in a comprehensive nursing skills course in an RN-BSN program.MethodsA single-group post-test approach was used in the current study. Participants that completed a comprehensive nursing skills course with simulation in an RN-BSN program were enrolled.ResultsThe mean satisfaction, self-confidence, educational practice, and simulation designs scores were rated highly. Self-confidence (p = 0.002), active learning (p = 0.020), collaboration (p = 0.030), support (p = 0.008), and problem-solving (p = 0.007) were significantly higher among students with more work experience compared to those with less experience. Then, four themes were analyzed: enthusiasm for learning, ability to experience different feelings during role-play, hybrid teaching format, and simulation fidelity.ConclusionsResults demonstrated that a comprehensive nursing skills course with simulation might improve Chinese ADN-prepared nurses’ satisfaction and self-confidence in learning. Nurses with work experience gave a high rate to the scenario simulation, demonstrating that simulation can be widely applicable for students with different characteristics. Finally, the teaching strategy in the present study can be applied to more RN-BSN programs.

Establishing guidelines for teaching assistants in an online accelerated RN-BSN program

Effectively using teaching assistants is one strategy that can enhance engagement in a Community of Inquiry. This pilot study aimed to determine: 1) if standardized guidelines for teaching assistants improved student perceptions of the Community of Inquiry and 2) faculty satisfaction and intent to use the guidelines after study completion. A two-phase approach using the Community of Inquiry survey and open-ended questions assessed student perceptions of online learning and teaching assistant performance. Phase 1 data were used to develop teaching assistant guidelines. The guidelines were implemented in phase 2, and the survey was repeated. Faculty perceptions of the guidelines were ascertained through a separate survey. Descriptive and bivariate statistics measured quantitative data. Narrative analysis and NVivo software explored open-ended items.Students surveyed in Phase 1 reported positive perceptions of the Community of Inquiry on a 5-point Likert Scale (with 1 indicating strongly agree ad 2 indicating agree). Phase 2 revealed that students maintained positive perceptions of the Community of Inquiry, however, they were less positive than Phase 1. T-tests indicated no improvement in student perceptions after guideline implementation. Student concerns regarding the teaching assistant's performance were consistent in both phases. The faculty found guidelines helpful and intended to use them in the future. Student perceptions of Community of Inquiry in courses utilizing guidelines wereless positive than students taking classes without guidelines. Multifactorial issues, mainly COVID-19, impacted survey participation, engagement, andimplementation of guidelines. Despite this, findings led faculty to determine best practices for teaching assistants in accelerated online courses. Keywords: Teaching assistants, online learning, community of inquiry, guidelines.

A New Beginning After Retirement: Worth the Effort.

Elaine Coulter, MHA, BSN, RN, began her professional career as a Kindergarten and Primary Elementary school teacher. Longing to become an RN, she graduated with an ADN, and later completed a BSN and MHA. Elaine specialized in ICU/CCU, teaching at a University RN-BSN program and Case Management in various capacities. She is now retired. Address correspondence to Elaine Coulter, MHA, BSN, RN ([email protected]). The intent of this column is meant to speak to the heart of case management: our joys, our struggles, and our lessons learned. Please send your thoughts and ideas to us so we may include them in future articles. Teresa M. Treiger at: [email protected] The author reports no conflicts of interest.

An Innovative Model Integrating an Academic-Practice Partnership in an RN-BSN Program.

Research demonstrates a higher concentration of bachelor of science in nursing (BSN)-prepared registered nurses improves patient care outcomes. To increase the BSN workforce, one academic institution, in collaboration with a practice partner, formed an academic-practice partnership. Strategic actions included the development of the integration model for the RN-BSN program as a framework for program expansion, curricular revision, nurse leader faculty integration, and student clinical placement. Partnership outcomes included the acceptance of all qualified applicants for admission, clinical placement secured for all students, excellent course evaluation ratings for faculty, and development of a sustainable and transferrable model.

Critical Thinking With Diverse Students: The Effects of a Concurrent RN-BSN Program and Nursing Residency.

Critical thinking is an analytical attribute for nurses to make accurate clinical decisions. This study examined critical thinking progression though a concurrent RN-BSN program and nursing residency for a diverse cohort of associate degree graduates. A pretest/posttest design revealed improvement in scores; however, no statistical significance was established. There was a statistically significant (p = .015) reduction in scores for a bilingual subset group in the subcategories of Prioritization of Care and Ethical Dilemmas. Future research is warranted to assess critical thinking progression and critical thinking test construction with diverse students.

An Investigation of the Interests and Reasons of Diploma Nurses Undertake a RN-BSN Bridging Program in United Arab Emirates

The nursing programs across United Arab Emirates are in the process to inform students about RN-BSN bridging program. The study purpose was to determine the interests and reasons of nurses in enrolling to a RN –BSN bridging program. An online survey was conducted among diploma students to explore their interest and perspective regarding pursuing bridging program. One hundreds thirty-five RNs participated. The questionnaire used for survey had seventeen items, which included questions to elicit information or clarification of their perspectives. We performed the data analysis in SPSS by computing descriptive and inferential statistics. The findings showed that a majority of nurses were interested in returning to RN-BSN program. The students’ reasons were both personal and career related, with personal reasons being more dominant. Most of participants held a diploma and midwifery and they had more than 2 years working experience since they completed diploma. There appears to be a need for a RN-BSN bridging program because most of study respondents are potential candidates for this program. This study provides information to nursing schools’ management to provide opportunities and develop curriculums to meet the needs of these nurses. Nurses need to reflect on various strategies for incorporating their new knowledge into clinical practice.

Student Perceptions Related to Immediate Workplace Usefulness of RN-to-BSN Program Content.

Despite a national directive for associate degree in nursing (ADN) nurses to complete BSN degrees, there is limited research related to student perceptions of the value added by BSN education. The purpose was to explore perceptions of immediate workplace usefulness of RN-to-BSN content for ADNs. Qualitative narrative data provided by 263 RN-BSN students in their final semester before graduating with a BSN were analyzed. Students were asked, "How have you used what you are learning in the RN-BSN program at work?" Themes included the following: research and evidence-based practice, leadership, professionalism, communication, intentional holistic caring, critical thinking, cultural competence, safety and quality improvement, interdisciplinarity, population-based care, and fiscal awareness. Results clarified content that students found useful and provided insight into specific benefits that employers might expect to see when ADNs complete BSN-level education.

Strategies for Teaching Online RN-to-BSN Students the Health Impacts of Climate Change.

The impact of climate change on human health is projected to worsen over the next century, threatening the world's population. Nurses need to be knowledgeable about the causes of climate change and its direct and indirect health consequences, to be able to provide appropriate care and to advocate for policy change. More now than ever, nursing faculty are charged with the responsibility to educate future health professionals about this important topic. This article provides an introduction to the impacts of climate change on nursing care delivery and shares the pedagogy of an introductory course developed for an online, postlicensure RN-BSN program based at a university with deep roots in environmental sustainability.

Authentic Teaching to Promote Active Learning: Redesign of an Online RN to BSN Evidence-Based Practice Nursing Course.

Although an evidence-based practice course (EBP) is taught in most undergraduate nursing programs, timeworn teaching strategies of lecture, discussions, and narrative written assignments are typically used. The current online EBP course in an RN-BSN program was initially developed with low level objectives and included busywork that did not provide students with an opportunity to apply the seven steps of the EBP process. Revision of the EBP course incorporated authentic teaching/learning methods, in which active learning was required since students actually worked through the seven steps of the EBP process; first through small group online discussions and then through individually crafted assignments. The project was not implemented since it was based on a realistic but fictitious clinical scenario that was used throughout the various steps. Each step began with all students working from the same information or data, which helped to focus on learning the EBP process itself. Students reported decreased stress by first working collaboratively in groups where they received support from faculty and classmates, then completing individual assignments. Faculty were in turn given support when giving feedback and grading assignments by using completed templates and reference lists that were provided for them. Students also demonstrated better preparation to develop and implement their own EBP projects in their capstone course.

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

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

Introducing Tina Spagnola

Introducing Tina Spagnola

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.

Hybrid and Flipped Strategies in a Blended RN-BSN Program: Determining Student and Faculty Perceptions.

Hybrid and Flipped Strategies in a Blended RN-BSN Program: Determining Student and Faculty Perceptions.

A Community College's Perspective on the RIBN Initiative

The Regionally Increasing Baccalaureate Nurses (RIBN) initiative pairs community colleges and private colleges with universities to help nursing students complete a bachelor of science in nursing (BSN) degree early in their career. In the Eastern North Carolina Collaborative of the RIBN initiative, East Carolina University is partnered with 5 community colleges: Beaufort County Community College, Pitt Community College, Lenoir Community College, Roanoke-Chowan Community College, and Craven Community College. All of the partners in this collaborative have rigorous nursing programs and know how valuable the RIBN program can be to our region. In this sidebar, I will specifically describe Beaufort County Community College’s perspective on the RIBN initiative. Beaufort County Community College serves not just the county of Beaufort but also Hyde, Tyrrell, and Washington counties—essentially, the landmass between the Pamlico and Albemarle sounds. In total, our service area is slightly more than 2,000 square miles [1]. In addition, students from neighboring Martin County who wish to pursue nursing may also attend Beaufort County Community College, because Martin Community College does not offer a nursing program. The North Carolina Department of Commerce currently designates all of these counties as tier 1 counties (a designation given to counties that are most economically distressed); residents of these rural counties face barriers such as limited infrastructure, a higher unemployment rate, limited access to health care, and limited access to higher education [2]. When the leaders of the nursing program at Beaufort County Community College were approached about the RIBN concept, we immediately realized that participation in this initiative would allow our program to become part of an affordable solution for students who wanted to earn a BSN degree. Our program’s nursing graduates overwhelmingly choose to stay in the rural communities in which they live. They are employed by long-term care facilities, small community hospitals, physician offices, and agencies that provide home health care or hospice care. These employers have not had access to an applicant pool of nurses with baccalaureate degrees, but we believed that the RIBN initiative could change that. Thus the RIBN program will have a significant positive impact on rural students who wish to pursue a BSN degree and on health care establishments in the region. The RIBN initiative has also prompted a frank discussion of how we can better prepare students in the traditional associate degree in nursing (ADN) program so that they are better positioned to pursue further education once they graduate from Beaufort County Community College. This conversation led to a paradigm shift in the way we advise students. Historically, we gave our prenursing students a curriculum plan that could be completed in 2 years. If they wanted to continue their education and earn a BSN degree after completing the ADN program, they faced the challenge of having to take college algebra, statistics, microbiology, additional courses in the humanities, and other transfer courses; this meant having to study for an additional year and a half—while working a full-time job—before they could apply to a RN-BSN program. However, we now encourage prenursing students to take the more advanced courses needed to satisfy transfer credit requirements, instead of taking lower-level courses that fulfill only the minimum requirements for the ADN. Currently, approximately 20% of our students take courses that would fulfill BSN requirements, but we hope to increase this percentage. Our lofty goal is that 75% of ADN graduates will need only the university-level nursing courses to obtain their BSN degree. As part of this shift, we are currently in the process of reviewing articulation agreements for the RN-BSN programs; these agreements provide a simplified, guaranteed transfer process. We are also increasing enrollment in transfer courses, providing information to students regarding the RN-BSN admission requirements of nearby universities, and realigning our ranking procedure to give “points” to students who take more advanced courses that provide transfer credits. Over the next few years, we hope to significantly increase the percentage of nursing students at Beaufort County Community College who enroll in the RIBN program. The RIBN program and other initiatives are better preparing our students to function in and lead the health care establishments in our communities. With the changes that are now taking place in national health care policy, we are going to need many new leaders to help our rural communities navigate through the storm.

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.