A formalized mentoring program for LPN-to-RN students

Miller, Charman L.; Leadingham, Camille

doi:10.1016/j.teln.2010.03.002

Cited by 10 publications

(7 citation statements)

References 11 publications

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“…Bridging/accelerated nursing programs are the most rapidly growing educational offerings in North America and are in existence globally (Cook et al, 2010;Cubit and Lopez, 2011;Miller and Leadingham, 2010;Rapley et al, 2008). Registered Practical Nurse (RPN) to Bachelor of Science in Nursing (BScN) bridging programs have been in existence in Ontario since 2005, starting with the University of Ontario Institute of Technology (UOIT)-Durham College (DC) program, which expanded in 2009 to include Georgian College (GC).…”

Section: Introductionmentioning

confidence: 99%

Making the Grade through the Front Door: Evaluation and Innovation in a Registered Practical Nurse to Bachelor of Science in Nursing Program

Coffey

Lindsay

Cochrane

et al. 2015

Journal of Education and Training Studies

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Background: Education of nurses from a diploma to a degree is a global phenomenon. However, bridging is often seen as a 'backdoor' route to becoming a Registered Nurse and very little evaluation data exists to challenge this notion. Objectives: This research project was undertaken to explore student characteristics, academic performance, outcomes, and experiences in an RPN-to-BScN Bridging Program. Design: A mixed method design was employed. Student admission and registrarial data were examined in relation to student characteristics and academic performance. Secondary data analysis was conducted on focus group interviews with 110 students that explored their perceptions of the impact of the program on their lives. Setting: Data was collected through University databases and face to face focus groups. Participants: Admission and registrarial data for all students admitted to a nursing bridging program in Ontario, Canada, from 2005-2011 were analyzed. Participants in the qualitative focus group interviews included 110 students across all years of the program. Methods: Descriptive and analytical statistics provide insight into student performance and characteristics. Qualitative data analysis was conducted using NVivo 9 with multi-member teams. Results: Data analysis reveals important insights into student academic performance, including exploration of relevant variables such as ongoing and cumulative GPA, entrance GPA, and program completion. Qualitative analysis provides insight into how studying in the program affects students' lives. Conclusions: RPN-to-BScN education is not a "back door" to a nursing degree. Rather, it is a front door, as rigorous and as personally and professionally transformative as we expect a 4-year BScN Degree to be.

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Section: Introductionmentioning

confidence: 99%

Making the Grade through the Front Door: Evaluation and Innovation in a Registered Practical Nurse to Bachelor of Science in Nursing Program

Coffey

Lindsay

Cochrane

et al. 2015

Journal of Education and Training Studies

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“…Students who reflect on their previous nursing knowledge and skills alongside the formal characteristics and expectations of a bridging program prior to applying to a specific educational institution are ensured a better personal fit (Porter‐Wenzlaff & Froman, ). Once students are enrolled, faculty assistance with course planning and technical skills training related to writing, comprehension, and literature searching further enhances educational transition success (Claywell, ; Hill, Dewar, & MacGregor, ; Miller & Leadingham, ).…”

Section: Resultsmentioning

confidence: 99%

“…For example, utilizing and validating students’ previous RPN knowledge was shown to successfully ease students into the curriculum (Adelman, ; Hylton, ; Melrose & Gordon, ). Faculty–student and peer–peer mentorships were also successfully used to integrate students into the social and academic milieu of the educational institution, overcome the challenge of managing multiple conflicting family and school obligations, and impart the technical skills and knowledge needed to succeed in a bridging program (Claywell, ; Hammond, Davis, Marlin, & Montgomery, ; Hutchinson et al., ; Hylton, ; Melrose & Gordon, ; Miller & Leadingham, ; Nichols et al., ; Porter‐Wenzlaff & Froman, ; Ralph et al., ; Ramsey, Merriman, Blowers, Grooms, & Sullivan, ; Rapley et al., ; Wendel, ). In addition, providing students with ongoing opportunities to reflect on and review their personal learning goals successfully sustained student motivation in the bridging program (Melrose & Gordon, ).…”

Section: Resultsmentioning

confidence: 99%

Systematic Review: Bridging the Gap in RPN‐to‐RN Transitions

Suva

Sager

Mina

et al. 2015

J of Nursing Scholarship

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“…Mentoring programs, led by faculty members, have been identified as having a positive influence on program completion. [28] Faculty support, encouragement and interaction in the classroom were identified by Fleming [6] as being essential components to nursing student's persistence even when academic work in the nursing program was difficult. These curricular program interventions may include first year transition programs, academic advising, counseling services, academic support programs, enrichment programs, tutoring and Supplemental Instruction (SI).…”

Section: Classroom Experiencesmentioning

confidence: 99%

Academic persistence among nursing students: A concept analysis

Kennel

Ward-Smith

2017

JNEP

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Background: Persistence, in academic settings, has been identified as a critical variable for success. Different than retention and attrition, persistence, as a personal characteristic, describes the student who progresses, despite opposition or importunity. Methods: The Walker and Avant framework was used to guide the analysis of the concept of academic persistence, specifically as it applies to nursing education. Results: Barriers to persisting, among nursing students, include academic and personal variables. As faculty, we are concerned with and responsible to provide interventions that address academic barriers to persistence; there is little we can, or should do with personal barriers. Conclusions: Being able to identify the difference between academic and personal variables is the initial step in providing appropriate, and valued interventions.

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A formalized mentoring program for LPN-to-RN students

Cited by 10 publications

References 11 publications

Making the Grade through the Front Door: Evaluation and Innovation in a Registered Practical Nurse to Bachelor of Science in Nursing Program

Making the Grade through the Front Door: Evaluation and Innovation in a Registered Practical Nurse to Bachelor of Science in Nursing Program

Systematic Review: Bridging the Gap in RPN‐to‐RN Transitions

Academic persistence among nursing students: A concept analysis

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