Student Perceptions Related to Immediate Workplace Usefulness of RN-to-BSN Program Content

Abstract

BACKGROUND Despite a national directive for associate degree in nursing (ADN) nurses to complete BSN degrees, there is limited research related to student perceptions of the value added by BSN education. PURPOSE The purpose was to explore perceptions of immediate workplace usefulness of RN-to-BSN content for ADNs. METHODS Qualitative narrative data provided by 263 RN-BSN students in their final semester before graduating with a BSN were analyzed. Students were asked, “How have you used what you are learning in the RN-BSN program at work?” RESULTS Themes included the following: research and evidence-based practice, leadership, professionalism, communication, intentional holistic caring, critical thinking, cultural competence, safety and quality improvement, interdisciplinarity, population-based care, and fiscal awareness. CONCLUSION Results clarified content that students found useful and provided insight into specific benefits that employers might expect to see when ADNs complete BSN-level education.

RN-to-BS Nursing Education Research: A Scoping Review

“…Although RN-to-BS students in one study could identify immediate use in practice for what they were learning in school (Sitzman et al, 2020), the paucity of research related to students' perceived benefit of a bachelor's degree is concerning as educators and professional organizations promote lifelong learning and professional development. More compelling and updated evidence is needed to help those in higher education and health care organizations promote the value and benefits of being a baccalaureate-prepared nurse.…”

“…Four studies explored students' perceived benefits of holding a bachelor's degree in nursing; of these, three studies were qualitative and one was quantitative. Sitzman et al (2020) examined how students utilized what they were learning in their program of study in their nursing practice; nurses reported 12 different areas for immediate use. Wright (2022) evaluated diverse students' critical thinking progression throughout an RN-to-BS program and nursing residency and found no statistically significant increase in critical thinking scores for these students.…”

“…However, nurses did not feel that the degree changed their approach to upholding patient safety (Anabari & Vogelsmeier, 2018). Themes across several studies revealed students' perceptions of valued subject matter; the findings have implications for informing curricular content (Anabari & Vogelsmeier, 2018;Parolisi, 2020;Sitzman et al, 2020).…”

Competency-Based Education in RN to BSN Programs

“…Learners prefer when faculty use multiple methods for instruction and assessments of learning. 8 Assignments created using backward design must be appropriate for adult learners in RN to BS/BSN programs. The types of instructional methods, assignments, and assessments employed in courses should be stimulating to students, promote self-reflection, and encourage learners to integrate new knowledge into their practice.…”

“…8,9 Furthermore, assignments and instructional methods should reinforce previous learning and competencies while instilling new knowledge, skills, and attitudes. 8 This article provides 3 exemplars of RN to BS/BSN course assignments from 3 different programs and how they contribute to CBE.…”