Personal Transformation in RNs Who Recently Graduated From an RN to BSN Program

Abstract

The purpose of this study was to explore experiences of personal transformation and development of self-authorship in registered nurses (RNs) who recently completed an RN to bachelor of science in nursing (BSN) program. A content analysis was performed on the qualitative data obtained from semistructured interviews with 14 RNs. Experiences of personal transformation and development of self-authorship fell into two categories: changes in self included having gained (1) a broader perspective, (2) confidence, and (3) awareness and clarity, and changes in practice included feeling (1) more well rounded as a nurse, (2) more confidence in practice, and (3) having acquired new skills. Meaningful changes occurred in this sample of RNs, shedding light on characteristics of personal transformation in the context of learning. Development of self-authorship differed by age-groups. Research is recommended to explore ways to encourage personal transformation and development of self-authorship and whether these changes in RNs have an impact on patient care outcomes.

Exploring transformative learning in vocational online and distance education

“…Transformative learning theory has been examined in multiple contexts, including vocational education (Becker, 2017;Choy, 2009;Roessger, 2014;Wilhelmson et al, 2015). While the concept of transformation is a feature of some vocational education literature, the term is not usually applied in the technical sense (Angus et al, 2013;Colley et al, 2007).…”

“…While the concept of transformation is a feature of some vocational education literature, the term is not usually applied in the technical sense (Angus et al, 2013;Colley et al, 2007). Few studies address how transformative learning theory might be applied to vocational settings (Becker, 2017;Greenhill et al, 2017;Hodge, 2010;Roessger, 2014;Wilhelmson et al, 2015). Those that do address this context tend to have limited sample sizes and highlight the variety of level, context, and discipline that vocational education is concerned with.…”

On becoming a better supervisor: A deconstruction of autoethnography as method for professional development

“…Reflection plays a critical role in professional development as defined by Mulà et al (2017) and also has a key role to play in transformative learning as can be seen in the theories of Dewey (1933), Habermas (1971), Schön (1983) and more recently Moon (1999). According to Mezirow's (1991) transformative learning theory, critical reflection is one of the key activities, along with shared discourse through dialogue that may lead to cognitive dissonance, a change in one's frame of reference or transformations of one's habits of mind (Becker 2017).…”

An Investigation of the Interests and Reasons of Diploma Nurses Undertake a RN-BSN Bridging Program in United Arab Emirates

“…The rationale is that entry to practice in UAE will be baccalaureate (BSN) degree because RN-BSN programs build on nursing knowledge and skills by providing education on researchbased science, leadership and a liberal arts foundation. Becker (2017) indicated that a BSN program provides a stronger foundation in the humanities and sciences education. In addition, one of important factors for motivating nursing education is to increase the number of BSNs is that nurses with bachelor diploma degree are associated with patient outcomes and improvements (Aiken, 2014;Yakusheva, Lindrooth, & Weiss, 2014).…”