Faculty Behaviors Influencing Intent to Pursue Graduate Education Among RN-BSN Students

White, Debra A.

doi:10.1016/j.teln.2017.12.001

Cited by 3 publications

(3 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The results of this study support earlier literature findings that faculty communicative support and caring are considered to be facilitators to student satisfaction and success in learning 26‐28 . Earlier research also denoted that RN‐to‐BSN students appreciate faculty who show respect, effective communication, and attend to their needs, 26‐31 and based on the open‐ended responses from students in this study, students do appreciate faculty efforts to reach out and assist them in their success. Furthermore, a student from this study cited that the faculty support received was a factor in her decision to pursue a doctor of nursing practice program at the same school, which echoes White's 31 findings that faculty supportive behaviors can influence the RN‐to‐BSN students' decision to attend graduate nursing education.…”

Section: Discussionsupporting

confidence: 87%

“…She found that nurses identified positive feedback and encouragement from faculty as factors that ease the fear of being unsuccessful – alluding to the self‐doubt the RN‐to‐BSN may hold. Students further expressed that faculty encouragement through difficult times helped them succeed, and older nurses returning to school commented that the encouragement of their instructors affirmed their difficult decision to advance their degree 31 . Such behaviors of support are consistent with Delaney and Piscopo's 32 study on faculty developing a caring environment to promote student persistence in nursing education programs.…”

Section: Responding To the Rn‐to‐bsn Students Unique Needsmentioning

confidence: 57%

“…Because RN‐to‐BSN educators in online courses do not see students face‐to‐face, finding avenues to connect with students can help students stay engaged, satisfied in their program, and prevent feelings of isolation. Students identify characteristics of faculty support as showing respect, effective communication, reducing anxiety, building confidence, and attending to their needs as important 26‐31 . However, caring and connectivity have been described as factors that promote persistence and motivation in an online nursing program.…”

Section: Responding To the Rn‐to‐bsn Students Unique Needsmentioning

confidence: 99%

See 2 more Smart Citations

Avoiding bad connection: Orientation phone calls foster student‐faculty connection in an RN‐BSN program

Haggard‐Duff

Bogulski²,

Rainey

et al. 2020

Nurs Forum

View full text Add to dashboard Cite

Background Studies show that the primary reasons registered nurses (RNs) withdraw from registered nurse to bachelor of science in nursing (RN‐BSN) programs are related to the challenge of sustaining work and family obligations while in school and having unclear expectations. It has been shown that nontraditional students facing these types of challenges benefit from programs that give strong sense of faculty connection and orient students to coursework by providing clear information. Purpose The purpose of this project was to see if conducting one‐on‐one, script‐guided orientation phone calls with individual students provided valuable programmatic information and established a sense of connection to faculty. Methods Six RN‐to‐BSN faculty conducted a combined 108 orientation telephone calls to individual, newly enrolled online RN‐to‐BSN students. The purpose of the orientation was to introduce general program expectations required to successfully complete courses, and provide students with a sense of connectedness with faculty. Faculty developed and distributed a survey (3, 6‐point Likert scale response items and 2 open‐ended questions) to understand the degree to which RN‐to‐BSN students valued the orientation phone call. Results Ninety‐four percent (n = 101) of participating students agreed that the RN‐BSN program orientation phone call resulted in feeling a “sense of connectedness” with the online program faculty member. Additionally, 95% (n = 102) agreed that the orientation phone call provided them with the necessary information to support success in their first course within an RN‐BSN online program. Conclusion One‐on‐one orientation telephone calls provided valuable program overview information and the personal conversational format conveyed to remote students faculty availability and an enhanced sense of connectedness.

show abstract

Section: Discussionsupporting

confidence: 87%

Section: Responding To the Rn‐to‐bsn Students Unique Needsmentioning

confidence: 57%

Section: Responding To the Rn‐to‐bsn Students Unique Needsmentioning

confidence: 99%

See 1 more Smart Citation

Avoiding bad connection: Orientation phone calls foster student‐faculty connection in an RN‐BSN program

Haggard‐Duff

Bogulski²,

Rainey

et al. 2020

Nurs Forum

View full text Add to dashboard Cite

show abstract

RN-to-BSN Students' Intent to Become Faculty

et al. 2019

View full text Add to dashboard Cite

Background A nursing faculty shortage means fewer nurses, exacerbating nursing shortages. Purpose The purpose was to determine RN-to-BSN students' intent for a future nurse faculty role. A secondary purpose was to evaluate differences between students who indicated high and low intent to pursue a faculty role. Methods The study was multisite and multimethod using 5 instruments. Results Of 137 RN-to-BSN students who completed the online survey, 20% indicated they intended to pursue a future faculty role. Students with high intent to pursue a faculty role reported higher self-efficacy and interests in faculty activities. Only 6 of the high-intent students had been encouraged to pursue a future faculty role. Conclusions RN-to-BSN students may be receptive to encouragement to consider a nursing faculty role in the future.

show abstract

Systems Thinking for Transitions of Care

et al. 2019

View full text Add to dashboard Cite

Purpose: The purpose of this study was to develop a standardized rubric for systems thinking across transitions of care for clinical nurse specialists. Design: The design was a mixed-methods study using the Systems Awareness Model as a framework for bridging theory to practice. Methods: Content validity was determined using a content validity index. Reliability was established using statistical analysis with Cronbach’s α and intraclass correlation coefficient. Usability of the rubric was established using content analysis from focus group discussions about their experiences in using the rubric. Results: Content validity was established with a content validity ratio of 1.0. Statistical analysis showed a high interrater reliability (α = 0.99), and sections of the rubric showed a strong degree of reliability with α’s ranging from 0.88 to 1.00. Content analysis revealed several overall themes for usability of the rubric: clarity, objectivity, and detail. The area for improvement included adding more detail in the scholarly writing section. Conclusion: The research team recommends using the rubric to reflect application of systems thinking across transitions of care.

show abstract

Faculty Behaviors Influencing Intent to Pursue Graduate Education Among RN-BSN Students

Cited by 3 publications

References 20 publications

Avoiding bad connection: Orientation phone calls foster student‐faculty connection in an RN‐BSN program

Avoiding bad connection: Orientation phone calls foster student‐faculty connection in an RN‐BSN program

RN-to-BSN Students' Intent to Become Faculty

Systems Thinking for Transitions of Care

Contact Info

Product

Resources

About