RN-BSN Students Research Articles

Navigating challenges and cultivating connections: Faculty experiences teaching RN-BSN students

BackgroundSuccess in completing an RN to BSN program largely depends on program quality, flexibility, and accessibility, as well as faculty ability to help students navigate several complex factors. Research specific to the RN-BSN student experience suggests that faculty teaching in RN-BSN programs must be respectful of diverse learners' needs, mindful to avoid bias and reduce stigma, and capable in creating equitable learning spaces. Faculty must also make content relevant to support immediate use by students in the workplace. Yet, little is known about faculty's actual experiences teaching RN-BSN students. PurposeThe study purpose was to describe nurse faculty experiences teaching RN-BSN students. MethodsA qualitative descriptive design, informed by naturalistic inquiry was used to address the study purpose. FindingsRN-BSN faculty (N = 15) from across the United States participated in semi-structured interviews. Faculty preparation to teach RN-BSN students varied widely. Three themes, one with two sub-themes, emerged from the participant data. ConclusionsFaculty teaching in RN-BSN programs needs adequate preparation and resources aimed at supporting student learning. Recommendations include suggested policies, practices, and resources to support faculty teaching RN-BSN students.

RN-BSN students’ perception of vSim for nursing® using the simulation effectiveness tool – modified (SET-M)

Introduction: This first-time novel pilot study explored RN-BS students’ perceived effectiveness of utilizing vSim for Nursing® as a clinical replacement with a second aim that explored the efficacy of their preparation.Methods: Outcomes of this quantitative study explored the effectiveness of vSim for Nursing utilized the Simulation Effectiveness Tool – Modified (SET-M).Results: Frequency distributions demonstrated majority (n = 14) strongly agreed on the effectiveness of vSim for learning, with all items ranging from 50% (n = 7) to 78.6% (n = 11). Debriefing had the overall highest responses, 57.1% (n = 8) to 78.6% (n = 11). Majority strongly agreed that their preparation was highly effective, 71.43% (n = 10) to 85.71% (n = 12).Conclusions: vSim for Nursing was perceived to be an efficacious clinical practice replacement tool while feeling prepared to achieve the learning outcomes was beneficial. Debriefing continues to be a crucial and fundamental facet to any mode of simulation. Virtual simulation experiences can bridge the gap to assist students to further their knowledge and confidence.

NURSING STUDENTS’ PERCEPTION ON CLINICAL TEACHING AND LEARNING AT KENYA METHODIST UNIVERSITY, KENYA

Purpose: To explore RN-BSN students’ perception on clinical placements, mentorship and supervision in clinical teaching and learning.
 Methodology: The study adopted a descriptive cross-sectional survey design among RN-BSN students studying at Kenya Methodist University. The sample size was determined by Fisher et al., formula and the participants were selected through simple random sampling, those who met the eligibility criteria were included in the study. Data was collected through a self-administered questionnaire and data was analysed by use of SPSS version 26, where descriptive data was presented by the use of tables and figures.
 Findings: This study revealed that 61.7% of the students were satisfied with the clinical placements as it provided a positive learning environment, while 84% reported they had the opportunity to transfer theory into practice. In addition, 59.1% were satisfied with the hands-on experience they had in the clinical area however, 58.3% were dissatisfied with the use of Evidence-based practice and 54.8% were dissatisfied with the involvement of lecturers in clinical training.
 Unique Contribution to Theory, Practice and Policy: This study tested the Kolb Experiential model where for learning to take place the students need to go through concrete experience, reflective observation, abstract conceptualization and active experimentation. This study is in support of this model that for effective learning to take place the student has to undergo all the learning cycle. In policy, this study recommends the need to equip health facilities and employ more nurses in the hospitals who will also act as mentors to students and improve these facilities into teaching and referral centres. In practice, hospitals should identify clinical mentors who will oversee the implementation of Evidence-Based Practice and critical thinking into the nursing practice, while, institutions should employ more clinical instructors, and identify clinical mentors and preceptors in the clinical learning environments.

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.

COVID-19 pandemic impact on experiences and perceptions of nurse graduates.

Transitioning from education to practice is stressful for new nurses and those entering new roles and can lead to workforce attrition and burnout. This dynamic is likely complicated when graduates are transitioning to practice during a pandemic. The purpose of this study was to describe recent nurse graduates' perceptions of the impact of the COVID-19 pandemic on their transition from education to practice. We conducted an online survey of BSN, RN-BSN, and DNP students who graduated between December 2019 and April 2020 (n=82), including demographics, employment information, and free-response questions about the impact of the pandemic on their transition experiences, post-graduation plans, and perceptions of nursing. We used a qualitative descriptive approach to content analysis to synthesize and summarize the data. Participants expressed three overarching concerns: 1) altered plans such as difficulty finding employment; 2) logistical, system-related stressors including licensing delays and chaotic onboarding; and 3) feeling pride in profession despite perceiving ambivalence in public discourse. COVID-19 exacerbated challenges often experienced by new graduates. Common stressors, intensified during the pandemic, could exert long-term effects on the workforce. Educators and healthcare organizations must work to ensure nursing graduates receive the necessary support for a successful transition.

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.
 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.
 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.
 Keywords: interprofessional learning, nursing accreditation, rural nursing students, service-learning pedagogy
 DOI: https://doi.org/10.14574/ojrnhc.v21i1.664

Application of Team-Based Learning in a Medical Nursing English Course

Team-Based Learning (TBL) is a potentially effective method of instruction that has been applied only infrequently in nursing education in Taiwan. This study was developed to examine the effects of incorporating the TBL strategy into the course "Advanced Medical Nursing English". A quasi-experimental, single group, and pre-post test design was adopted. Nursing students who took the "Advanced Medical Nursing English" elective course used the TBL strategy for 8-weeks. Students were assigned to heterogenic groups of 12 students each based on their scores on an English pre-test. The collected data included the scores on individual and group readiness tests, a self-directed learning questionnaire, learning satisfaction, and an English posttest. Self-completed reflection papers and focused group interviews were used for qualitative appraisal. A total of 72 students were enrolled. Nearly all (93.1%) were female and 21-22 years of age. The results of a paired samples t-test applied to examine the effects of the TBL strategy on learning outcomes showed that English posttest and self-directed learning ability scores had both improved significantly (all p < .05). The results of ANOVA tests showed that students with lower pre-test scores improved more than those with higher pre-test scores. The results of a sample t-test with a test value of 4.0 applied to examine learning satisfaction found a non-significant change (p > .05), indicating no change in perceived satisfaction. The qualitative analysis identified four themes regarding perceptions of the TBL strategy, including "friendships in learning", "harmonious atmosphere and participations", "inertial shock and adjustments", and " excessive learning load". TBL was shown to be an effective learning strategy for RN-BSN students in a Medical Nursing English Course, particularly those with relatively low pre-test scores. Future studies should focus attention on reading assignments to avoid overburdening students. The results of this study may serve as a reference for medical nursing English education.

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

The Impact of an Escape Room Simulation to Improve Nursing Teamwork, Leadership and Communication Skills: A Pilot Project

Background. Commercial escape room simulation-based educational experiences were piloted on a cohort of ten RN-BSN students to determine the effect on mastery of communication, leadership, and teamwork skills. Methods. Pre-test/post-test research design and qualitative questions were used to measure the impact of an escape room simulation activity on teamwork, communication, and leadership skills. The Team Strategies and Tools to Enhance Performance and Patient Safety® Teamwork Attitudes Questionnaire, and self reported levels of confidence and competence questionnaire were administered pre/post escape room simulation to measure communication, team structure and leadership skills. The University of Miami-Crisis Resource Management tool was utilized to measure observed teamwork. Additionally, four open-ended qualitative self-reflective questions were asked following the escape room. Results. Data from the analysis of the pre and post observations of simulation encounters found statistically significant time dependent differences noting improvements in observed teamwork and leadership, p &lt;.001, pre-mean 18.5, post-mean 35.0. Qualitative data revealed the participants found the escape room simulation to be an engaging teaching method to master teamwork and leadership skills. Conclusion. This pilot study sets the foundation for future use and exploration of escape room experiences to teach teamwork, communication, leadership and situational awareness. Following the escape room simulation, observed improvements in teamwork and leadership were found. Participants found the escape room activity to be an engaging experiential teaching method to promote attainment of critical skills needed to work as an effective member of a team. Study findings suggest that the use of an escape room can impart experiential learning with critical skills needed to work as an effective member of a team. As a result of this pilot study, nursing faculty developed an escape room simulation experience that was initiated the following semester.

The evidences of innovative teaching the critical and creative thinking, integrated and problem-solving abilities in RN-BSN students

Background: The principal investigator has integrated the teaching strategies and activities of critical and creative thinking with integration and problem-solving abilities in the process of guiding nursing students in the course of Nursing Practicum Project Production (NPPP) for seven years. Although the course has developed a set of indicators for evaluating the products; however, there is a lack of indicators of evaluating the critical and creative thinking, integration and problem-solving abilities of the nursing students. In the 2018 year, the professional growth program for the teachers through the expert meeting and faculties discussion has developed the indicators of evaluating the critical and creative thinking, integration and problem-solving abilities for the nursing students completing the course of NPPP. The purpose of this study was to explore the evidences of the innovative teaching among the critical and creative thinking, integration and problem-solving abilities of nursing students before and after the course of NPPP.Methods: The mixed methods including the quasi-experimental and four factor designs were used in this study and the samples were the two-year program nursing students of the AB classes with the majority of them who have had the clinical working experiences. A class was the experimental group, integrating the teaching strategies and activities of critical and creative thinking, integration and problem-solving abilities. B class was used the traditional teaching. The two classes of nursing students were conducted self-assessment of the critical and creative thinking, integration and problem-solving abilities before and after the 2019 course of NPPP to understand the effectiveness of innovative teaching in the critical and creative thinking, integration and problem-solving abilities of RN-BSN students.Results: The critical and creative thinking, integration and problem-solving abilities of RN-BSN students in A class not only has improved significantly after conducting the innovative teaching, but also has the higher scores than the comparison B class. Additionally, no matter the principal investigator or other two faculties instructed the A group of RN-BSN students, the critical and creative thinking as well as the integration and problem solving abilities of RN-BSN students have improved before and after the NPPP course although there is the tendency of decreasing four abilities from group 1 to 4, but did not approach in the significant level.Conclusions: It is the evidences of the innovative teaching of critical and creative thinking, the integration and problem solving abilities for RN-BSN students in the first five weeks of the NPPP course. Additionally, the principal investigator instructed the group 1 and 2 that performed better than group 3 and 4 by the other two instructors that might be interesting to further study the group 1 and 2 dynamics as beneficence of teaching those thinking and abilities by the principal investigator.

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.

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.

Immersion Project in Immokalee Florida: RN-BSN Students as Change Makers Improving the Health and Well-being of Migrant Workers and Their Families

Background: Access to health care is a challenge for migrant workers due to lack of resources and affordability; resulting in high incidence of communicable diseases, chronic illnesses, infant mortality, malnutrition, sexually transmitted diseases including HIV/ AIDS and other serious illnesses. Etienne, Messmer, Danis and Blot [1] reported on RN-BSN students providing education, prevention and caring for Haitians working in the sugar cane fields (Bateyes) in Dominican Republic. Purpose: The purpose of the immersion project in Immokalee, Florida was to serve and educate migrant workers and their families in dire need of health care.The main focus was on health promotion and lifestyle changes (empowering people to take charge of their own health). Methods: This descriptive study was based on Gallant (2012) “Nursing Analysis: The Effects on Student Learning” in Munhall [2] Nursing Research: A Qualitative Perspective. One-to-one face interviews were conducted on 45 RN-BSN nursing students participating in two immersion projects in Immokalee, Florida. Results: Forty-five RN-BSN Students participated in two different five-day immersion projects October 23-29, 2018 and October 25- 29, 2019. The students provided health screening and educational programs in three churches, at boys and girls club and center for girls for 960 Migrant workers, children and families for the 1st Immersion. For the 2nd immersion project students served 820 migrant workers, children and families. Of Interviews conducted on the 45 RN-BSN students in both immersions and transcribed, 30 were selected for content analysis. Conclusion: This life-changing humanitarian medical mission served this underserved vulnerable population, providing health care access and education. RN-BSN students improved their ability to provide culturally competent care, anticipating needs of migrant workers in a medically underserved health care settings in Immokalee, Florida. Health education have a positive impact on the community

ADN-to-BSN Articulation, Academic Progression, and Transition: A Proactive, Holistic Approach.

Although improvements have been made in articulation agreements, credit transfers, and concurrent enrollments, meeting the 80% BSN by 2020 goal falls short. Nursing students at key transitional points (such as first- and last-semester students) are faced with numerous academic and career path challenges and opportunities simultaneously, often leaving them overwhelmed and in need of additional support and resources. Guided by Jeffreys' Nursing Universal Retention and Success model, a proactive, holistic approach for facilitating articulation, academic progression, and transition is presented. Implementation with fourth/last-semester associate degree nursing students and newly admitted RN-BSN students yielded positive student feedback and survey data. Nurse educators can make a positive difference in students' transitional experiences, career path planning, and educational mobility via a coordinated, connected, proactive, holistic approach guided by an evidence-based theoretical framework.

Changing Practice Through Meaningful Assignments: Ideas for Supporting RN-BSN Students.

Although nurses entering RN-BSN programs often perceive that earning the BSN will be of little benefit, upon completion, they do believe they have made professional gains, demonstrating that they have experienced a change in perspective. Mezirow's theory of perspective transformation can guide educators to develop learning activities that allow RN-BSN students to find meaning in the BSN degree while enrolled in a program, rather than after the program has been completed. Examples of learning activities and student reflections are provided.

Prior Learning Assessment in Nursing: An Accelerated Pathway to Degree Completion.

The purpose of this study was to identify RN-BSN students' perceived satisfaction with the use of prior learning assessments (PLAs) and to examine graduation rates for students who utilized PLA in comparison to non-PLA users. Students were surveyed to examine satisfaction with PLA use; retrospective data were examined to determine graduation status by PLA option. A high percentage of students perceived PLA as flexible and affordable, and users had significantly higher graduation rates. The PLA option is highly associated with degree completion.

Voices of Quiet Students: Introverted Nursing Students' Perceptions of Educational Experiences and Leadership Preparation.

The nursing profession needs leaders from across the temperament continuum. Educational environments are conducive to extroverts' learning but can have detrimental outcomes for introverted students. Introverted nurses avoid leadership positions because they have been taught extroversion traits are needed. This study explores perceptions of seven RN-BSN students who work as nurses and self-identify as introverts. Interviews with participants were conducted to ascertain perceptions of their educational experiences including preparation for leadership positions. Four themes emerged as: (1) stop making me sick, and I will appreciate learning, (2) respect my silence, and I will eventually speak, (3) recognize my strengths, and I will grow in confidence as a leader, and (4) adapt the environment, and I will learn more. Implications for nurse educators include being mindful to avoid bias and reduce stigma, considering changes to teaching approaches to create equitable learning spaces, and respecting silence in the classroom.

Nursing student perceptions of pharmacology education and safe medication administration: A qualitative research study

PurposeThis research study was performed to elicit student nurses' perceptions of the impact of pharmacology in education on safe medication administration. ObjectivesThe purpose of this study was to describe student perceptions of the relationship between pharmacology education and safe clinical practice. Nurse educators will gain insights into students' perceptions of the significance of pharmacology in baccalaureate curricula. BackgroundA lack of adequate pharmacological knowledge in nursing has been shown to lead to increased medication errors. Safe administration of medication has been identified as a major area for focus in improving health care. DesignThis study was an analysis of qualitative data collected as part of a larger study. Students provided narrative, open-ended responses describing how pharmacology education impacted safe medication administration. ParticipantsThe sample consisted of 28 RN-BSN students and 71 traditional BSN students. SettingThe research was conducted at a college in the Northeastern United States. Data was collected from students enrolled in the traditional baccalaureate and nontraditional RN-BSN hybrid programs. MethodsIn the full study, students completed a brief survey instrument, which included both quantitative and open-ended items. The qualitative data presented in this article was analyzed using conventional content analysis. ResultsStudents described the impact of pharmacology education as either having a positive or negative effect on safe medication administration. The majority of students described a positive effect. Positive responses were characterized into the following themes: Knowing how medications work, Improving the nursing process, and Building a foundation of clinical knowledge. Negative responses were more heavily endorsed by RN-BSN students. The negative responses were substantiated by one theme: Inability to transfer from didactic to clinical practice. ConclusionsThe findings of this study are significant to education as nursing schools struggle to develop curriculum to prepare students for safe medication practice in today's fast-paced and demanding healthcare environment.

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.