Despite their proliferation, little is known about how registered nurse-to-bachelor of science in nursing (RN-to-BSN) students enrolled in on-line programs compare to those in on-campus programs. This article reports on a comparative analysis of 3,802 students (332 on-campus, 3,470 on-line) conducted to better understand characteristics and educational outcomes of individuals who select on-line learning options. Programs were compared for student demographic characteristics (gender, race, age, and prior degree status) and outcome variables (progression to graduation and time to completion). Students in the on-line program were significantly older than on-campus students, and significantly more Caucasian/White students were in the on-line program. There were no significant differences in gender between groups. Among only those students who had already graduated, on-campus students took significantly less time to graduate than on-line students and had a higher graduation rate. However, the rate of program discontinuation was similar in both groups, and most on-line students who had not graduated were still progressing in the program. Implications of these findings are that students enrolled in an on-line RN-to-BSN program specifically designed to provide them with flexible 5-week terms and substantive student supports can have similar educational outcomes.

Preparing unlicensed assistive personnel for work in hospitals is one of the major challenges facing the nursing profession in the 1990s. Continued debate prevails over who should educate these health care workers and what content should be included in the curriculum. The 516-hour course described in this article was designed by nursing professionals to educate and train individuals to function as unlicensed assistive personnel in the acute care setting. The program takes place in a junior college and consists of learning activities in the classroom, skills laboratory, nursing home, and acute care hospital.