Registered Nurse to Bachelor of Science in Nursing: nesting a fast-track to traditional generic program, teachings from nursing education in Burkina Faso

Abstract

BackgroundNursing education has evolved over time to fit societies’ increasing care needs. Innovations in nursing education draw thorny debates on potential jeopardy in the quality, safety, and efficacy of nurse graduates. Accelerated nursing education programs have been among landmark strategic changes to address the persistent bedside nurse shortage. Despite the dearth of empirical studies in sub-Saharan Africa (SSA), the National School of Public Health of Burkina Faso has developed a State Diploma Nursing (SDN) fast-track program. With innovative features, the program is nested into the traditional SDN program. This study investigates preliminary outcomes of the implemented policy using the initial cohort that went through the program. Comparison of the traditional generic program and the fast-track one is drawn to inform nursing education policy.MethodsThe study was conducted in the three campuses delivering the SDN program. Data collected from a representative sample included 255 students from the 2006–2009 cohort, after concluding the program. Surveyed students were assessed according to the program entry status. Outcomes were measured using students’ academic performance. Besides descriptive analysis, bivariate t-test, F-test, and multivariate ordinary least square regression (OLSR) were employed to determine the comparative pattern between the traditional generic and the newly nested fast-track program. Students’ varied statuses (private pre-registration, state pre-registration, private post-registration, and state post-registration) were kept to better outline the findings trend.ResultsA fifth (19.6 %) of surveyed students were enrolled in the fast-track stream from which, one third (33.7 %) consisted of post-registered students. Fast-track students comparatively achieved the best academic performance (mean: 73.68/100, SD: 5.52). Multivariate OLSR confirmed that fast-track students performed better (β: 5.559, p < 0.001), and further informed differences between campuses. Students entry status also displayed significant differences, yet the academic performance of post-registered students from traditional generic versus fast-track was similar (p = 0.409).ConclusionFindings suggest that fast-track program students performed better than the ones from the traditional generic program. The uniqueness and success of this mixed nursing program experience sheds light for nursing educators engaged in policy making. The study results can serve as a crucial foundation for policymakers to alleviate the nurse shortage in SSA.

Nursing students satisfaction level Regarding Clinical learning environment in Peshawar

“…It is also worth mentioning that in the current study, the least satisfied (68.42%) participants were from the Post RN BSN first year. A study has found that Post RN BScN students had comparatively less critical thinking and less level of knowledge; therefore their comprehension about clinical environment could be comparatively weaker than generic students (11). Also, another reason for their least satisfaction from clinical environment could be that all the post RN (BScN) students who participated in this study were doing jobs and classes in same days and they could sphere lesser time to get themselves adjusted in the clinical environment.…”

Co-Development of a Web-Based Hub (eSocial-hub) to Combat Social Isolation and Loneliness in Francophone and Anglophone Older People in the Linguistic Minority Context (Quebec, Manitoba, and New Brunswick): Protocol for a Mixed Methods Interventional Study

“…The complementary expertise of the team members in implementation science and evaluation, digital technologies (MPG), nursing and long-term care (IB), public health (DS), psychology (JR and NJCB), health economics (ENT), sociology and health services organization (AA), and organizational studies (SC) will enrich the analyses from multiple perspectives. This cohesive research team has been involved in research collaborations since 2015 and completed and published numerous projects [47][48][49][50][51][52][53][54][55]. Much of their recent work [52,54,55] is closely related to this project.…”