RN-BSN Program Research Articles

Students' Perceptions of Holistic Nursing Care

This qualitative study aimed to investigate the trends and perceptions related to the provision of spiritual care for patients. Holistic nursing integrates the body, mind, and spirit into care. However, nursing students from a traditional program, an RN-BSN program, and a graduate nurse practitioner program voiced discomfort with providing such spiritual care. The study was a retrospective review of a convenience sample of journal entries about specific questions of how and when three groups of students developed ideas and concepts about spirituality. Students embraced the idea of spirituality connected to their experiences. As students developed as registered nurses, their manner of including spirituality mirrored Benner's model. Additional education is needed for professional nurses concerning spirituality and the provision of spiritual care in a holistic manner.

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

Perceptions of clinical competence among nurse pregraduates: Do different types of nursing programs make a difference?

Background: New graduate nurses’ competence rarely meets the rigorous expectations of clinical settings. Researchers suggest that competency validation before graduation can shorten the length of clinical orientations for graduate nurses after they enter the workforce. The purpose of this study was to explore the difference in clinical competence between students in different types of nursing programs and to identify skills that need to be reinforced. Methods: This longitudinal study included 461 students from three different nursing programs: a four-year regular nursing program and a two-year RN-BSN program in day school and night school. A total of 478 students were invited to participate, and 440 students completed and returned questionnaires either at one year before or at the time of graduation with a total response rate of 92.05%. Results: At the time of graduation, students in all three nursing programs perceived low competence in overall clinical skills. Students in a two-year RN-BSN night school perceived significantly lower competence than students in two other types of nursing programs. Nurse students’ general performance skills and advanced nursing skills need to be reinforced before graduation. Conclusions: More opportunities for students’ involvement in case-based studies to cultivate their ability to integrate their knowledge and skills and more accumulated hours in deliberate practice with external sources such as electronic resources, training facilities and skill consultation on performance are recommended to enhance students’ clinical competence.

The effects of Team-Based Learning on learning behaviors in the maternal-child nursing course

The Team-Based Learning (TBL) method has been used as a teaching strategy in many disciplines. It is instructor-led, learner-centered learning with functions similar to those of problem-based learning, but it is more cost-effective. However, little is known about the application of TBL to nursing education. The objectives of the study are to employ the TBL approach in a Maternal-Child Nursing course and to evaluate its effects on learning outcomes. We present one-group pretest-posttest research design with the intervention of the TBL teaching strategy. The study was conducted in one of the nursing universities in Taiwan. One-hundred-four students in 2011 and 103 students in 2012 in an RN-to-BSN program who enrolled in the Maternal-Child Nursing course participated in this study. These students had graduated from a five-year nursing diploma program before enrolling in the RN-BSN program. Data were collected before and after the implementation of the TBL, which included active learning, in-class activities, and application exercises. The Class Engagement Survey (CES), Value of Teams (VTs), Self-Directed Learning Instrument (SDLI), and exam scores were used to measure students' learning outcomes. TBL significantly influenced the students' learning outcomes. Students who expressed that TBL increased their learning interests had a higher score on VT; and students who had high achievement from the current TBL course had higher scores on the CES, VT, and SDLI. The means of the group test scores and the final examination score were significantly higher than the individual scores from the in-class tests in both 2011, 2012, and the combination of 2011 and 2012. The TBL design requires out-of-class preparation before all classes, which requires active and self-directed learning. TBL provides opportunities to foster learner-to-learner interactions, which lead to more active engagement and teamwork among learners. It also promotes the students' class engagement and teamwork values, and it increases academic performance. The TBL is suggested to have a greater effect on academically weaker students.

An Integral-Caring-Science RN-BS Nursing Curriculum: Outcomes From Fostering Consciousness Evolution

With the knowledge of psychoneuroimmunological responses and the stress of nursing students, as caring nurse educators, we have become ethically obligated to revise and re-vision our current nursing educational practices. Nurse educators should be motivated to create innovative caring-science curricular approaches, so that our nurses of the future are in turn supported in creating caring-healing sustainable practices (Watson, 2008). This paper details the outcomes from an RN-BSN program that implemented an integral-caring-holistic-science curriculum design in order to support students on their own healing journey. The program supported nurses in their ability to create caring-healing moments and spaces for patients, implement change in the workplace, and avoid the perils of burn-out related to low stress resilience, which is so common within the nursing profession (Clark, 2010; 2006; 2003).

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.

Promoting professionalism in RN-BSN education

Professional nursing practice entails more than the employment of technical skills while caring for patients. It also includes participation in professional organizations and involvement in the community. While there is evidence of the need for RN-BSN programs to provide learning activities that will promote sustained professionalism in the baccalaureate nurse, there is a paucity of literature describing such activities. This article describes the case report of one university’s use of curricular changes in the RN-BSN program through inclusion of clinical activities to enhance professional development and values. The responses of RN-BSN students to these clinical experiences demonstrate engagement and interest in both professional nursing organization and civic meetings, as well as personal satisfaction as a result of their involvement in these experiences. Nursing faculty teaching in RN-BSN programs should find these comments inspiring, and be motivated to incorporate some of these clinical activities into their curriculum to promote sustained professionalism in RN-BSN students after graduation.

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.

A Hybrid Classroom-Online Curriculum Format for RN-BSN Students: Cohort Support and Curriculum Structure Improve Graduation Rates

As more registered nurses (RNs) return to school to obtain a bachelor of science in nursing (BSN), innovative ways must be found to support them in this endeavor. Barriers for RNs who return to school include scheduling of coursework and fear of failure. One school of nursing with a traditional BSN program reviewed its RN-BSN track, with its low retention and graduation rates. With input from nursing leaders and nurses in the community, the school applied for and was awarded a 3-year Health Resources and Services Administration grant to redesign the RN-BSN program. A hybrid classroom-online curriculum is offered in a structured, sequential format so that the RNs are admitted once a year and must complete the courses as a group, in a cohort. Data collected from evaluations showed that program support, technology support, and social support from peers encouraged the RNs to "stay the course," and 100% completed the requirements to graduate.

Factors Influencing Intention of Migration by Hospital Nurses in Korea

Purpose: The purpose of this study was to identify the factors influencing intention of migration by Korean hospital nurses. Methods: Using cross sectional correlational design, data were collected from 512 nurses working in 7 hospitals ranging in size from 300 to 900 beds in D city and K province of Korea. Data were analyzed by descriptive statistics, chi-square, and multiple hierarchical regression using the SPSS program. Results: There were significant differen ces in intention of migration by age, educational background, marital status, work experience, and yearly incomes. Although there was high intention of migration of the subjects, the level of preparation for migration was relatively low. The variables that were independently associated with intention of migration were graduates of RN-BSN program, personal factors of subjects, and environmental factors. Those who had lower perception on nursing images and work condition had significantly higher intention o f migration than those who had higher perception. Full model accounted for 37.3% of the variance in intention of migration. Conclusion: To prevent brain drain of competent nurses in Korea, appropriate strategies to enhance work condition should be developed and the effect of migration of nurses should be investigated in further studies.

Teaching Theoretically Based Interventions: Use of Life Review

This manuscript discusses the process of teaching a theoretically based intervention, therapeutic life review, to student-listeners in an RN-BSN and RN-MSN program. Student-listener reflections are included and focus on their experience in this process.

일 대학의 RN-BSN 교육과정 평가

Purpose: The purpose of this study was to evaluate the overall RN-BSN program, current curriculum, and student outcomes in one nursing college. Method: A cross- sectional survey was used for current students (n=152) and graduates (n=54). Three different instruments were used in this study; K-Regis University RN-BSN Program Evaluation Tool, Curriculum Evaluation Tool, and Outcome Evaluation Tool. Result: Results showed that overall the program was satisfying to current students and graduates. However, curriculum evaluation showed that clinical practicum and nursing skill courses were generally unsatisfying, indicating further changes in these areas. Graduates showed higher leadership and professionalism than current students in the outcome evaluation. Conclusion: The current study indicates a need for further studies such as review of the RN-BSN program philosophy and education method, or program evaluation by periods. Additionally, there is a need for a strategic plan to develop the RN-BSN program in the future.

Strategies for Developing Cultural Competency in an RN-BSN Program

It is crucial for nurses to acquire skills and a knowledge base to care for increasingly diverse cultural populations. Many nurses returning to school did not receive theoretical information relative to culture. This article describes some of the teaching strategies utilized in the RN-BSN program at Bethel College in Mishawaka, Indiana. This "how we did it" discussion is presented to provide ideas for teaching strategies that may be used to promote attainment of a program outcome related to cultural sensitivity and competency.

The RN–BSN Distance Education Experience: From Educational Limbo to More Than an Elusive Degree

This study describes a qualitative study designed to gain an understanding of professional growth as experienced by RN-BSN students taking their program by distance delivery. A convenience sample of senior students enrolled in an RN-BSN program, taking their classes either by live televised broadcast or by online instruction, volunteered to participate in the study. Data were collected through the use of online student discussions that took place over a 2-week period. The discussion was guided by the use of a semistructured interview schedule and facilitated by one member of the research team. Interview questions were posted every 2 to 3 days; additional questions were posted as threads as discussion board comments warranted. RN-BSN students described their pursuit of a BSN as a journey of being and becoming a professional. Although students already felt "professional," the impetus for the journey could be traced to the overriding theme of "falling short as a professional." RN-BSN students described their beginning journey toward the baccalaureate degree as an "educational limbo," out of which they moved with discovery of the RN-BSN distance program. What began as pursuit of an elusive degree that was expected to produce minimal change became more as RN-BSN students evolved as professionals along many dimensions. The implications of these findings for the development and design of curricular and pedagogical approaches to better serve the needs of this unique group of learners will be addressed.

Transitioning a Classroom-based RN-BSN Program to the Web

Many schools of nursing are transitioning traditional and broadcast registered nurse to bachelor of science in nursing programs to the Web. A variety of options exists when placing material on the Web for nursing programs. Some challenges include having adequate numbers of faculty to implement Web-based education; student access to adequate and available computer and broadband technology; faculty readiness and development; and resources needed for a smooth transition. The authors discuss these challenges and some options for making the transition to a Web-based delivery method.

The Effect of Web-based Multimedia Contents for a Course of Physical Examination and Health Assessment

This study was to test the effectiveness of Web-based multimedia contents for Physical Examination and Health Assessment on learning achievement. Multimedia contents based on Jung's teaching and learning structure model were used to enhance learning achievement. Learning achievement was measured by the knowledge of Physical Examination and Health Assessment. The participants of this study were students in a BSN and RN-BSN program in a university located in Seoul. 59 students in the experimental group received lectures using web-based multimedia contents and 75 students in the control group received regular lectures. The mean score of the degree of educational achievement in the experimental group(mean=31.09) was significantly higher than in the control group(mean=25.55)(t=-3.883, p=.000). These web-based multimedia contents were found to maximizethe effectiveness of the teaching process when used as a teaching aid, and yet kept the strength of a face to face teaching learning method. This program is recommended as part of a main text, vital teaching aid or cyber lecture materials in nursing schools and in health care educational institutions.

Integration of Internet-based Learning and Traditional Face-to-Face Learning in an RN-BSN Course in Korea

This article describes the development of and student satisfaction with a distance learning course using both online and face-to-face methods in an RN-BSN program in Korea. Four steps were used for course development: (1) assessment of students' learning needs and determination of objectives of the course, (2) designing of module/assignment instructions, (3) development of the Internet-based learning platform, and (4) evaluation of course and Internet-based learning platform. Student satisfaction was evaluated by using a 4-point Likert-type questionnaire. Forty-eight (92.3%) questionnaires were returned. Overall satisfaction with this course was high (X = 3.29). Appropriateness of learning methods (X = 3.35) was rated the most satisfactory, followed by appropriateness of content (X = 3.31). Most of the students enjoyed the course and they wanted more nursing courses to be offered through the online and on-site format. On the basis of the findings, additional courses using both online and face-to-face methods for RN-BSN students should be developed and implemented for RN-BSN nursing programs in Korea.

The Effects of Internet Based Distance Learning in Nursing: Focused on the RN-BSN Program

The Effects of Internet Based Distance Learning in Nursing: Focused on the RN-BSN Program

An Investigation of the Impact of a Continuing Nursing Education Program on a Small Catholic Liberal Arts College

The purpose of this investigation was to determine the impact of the nursing continuing education (CE) program at a small Catholic liberal arts college on the college itself as identified by CE participants. Data that validated the CE program did more than provide education to registered nurses were gathered. In fact, the data showed that after first coming to the college for a CE offering, participants engaged in several college-related activities, such as registering for the RN-BSN program, sending family members to the college, and recommending the college to family and friends.