Enrolled nurse to registered nurse: Is there a link between initial educational preparation and course completion?

Exploring the transition experiences of students entering into preregistration nursing degree programs with previous professional nursing qualifications: an integrative review

“…In a further study by Rapley et al . (), no difference was found between rural and metropolitan students with regard to likelihood of completion, however, all students felt similarly unprepared for university academic expectations. Three studies also reported how Diploma prepared students struggled with information technology at university level in that they found that learning computing and navigating the Internet were significant issues for them (Williams et al .…”

“…Other studies suggested that the difficulty experienced with integrating into the main student body was because students had already developed networks which resulted in new students feeling excluded and isolated (Porter‐Wenzlaff & Froman , Rapley et al . , Hutchinson et al . ).…”

“…In addition to this assistance, Gordon et al (2010) argued the need for high quality learning resources and employer, colleague and family support as important for success in the transition to university study. However, despite the importance of such strategies there are few resources that inform how best to engage with, support and retain this cohort (Kevern et al 1999, Hylton 2005, Rapley et al 2008, Hutchinson et al 2011, Ralph et al 2013 and there is minimal research on the experiences of alternate pathway students in nursing degree programs.…”

Assessment of prior learning in higher education: a review from a validity perspective

“…students admitted or awarded advanced standing or credits via APL) with respect to their academic performance (Donoghue et al 2002;Marshall and Jones 2002;Rapley et al 2008). The results of these studies revealed that there are no differences in academic achievement between APL students and other students.…”

“…The guidelines were developed in order to help ensure that APL can be conducted with a high level of security and quality. Even though the guidelines differ in content APL Houston, Hoover, and Beer 1995Clarke and Warr 1997Peters 2005Lordly 2007 Comparisons of APL students and students with formal qualifications Donoghue et al 2002LeGrow, Sheckley, and Kehrhalm 2002Marshall and Jones 2002Cantwell and Scevak 2004Scott 2007Rapley et al 2008 Theoretical models and perspectives of APL procedures Butterworth 1992Harris 1999Osman 2004Trowler 1996 Critique and quality in APL Challis 1998Hager 1998 and level of specificity, they have several main principles in common. First, the policy, procedure and practice of APL should be clearly defined to claimants (individuals or students claiming APL) of APL, academic staff involved (such as assessors and examiners) and stakeholders.…”