Transitioning through a Bachelor of Nursing program: The enrolled nurse experience

Wall, Peter; Fetherston, Catherine; Browne, Caroline

doi:10.1016/j.colegn.2019.11.004

Cited by 8 publications

(35 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Interestingly, this study also found that while ENs performed well academically, they performed less well on clinical placement. This is consistent with recent research that suggests ENs are stressed because they have previous healthcare experience "but then lost this status when becoming a student, resulting in a loss of self-esteem" (37); p. 399 and/or a lack of development of critical thinking, essential for tertiary-level study (37). The ENs transitioning to BN study may also "grapple with their dual identity, have difficulty reconciling their academic and clinical competence, and struggle to assimilate to the academic learning environment" (38); p. 1919.…”

Section: Discussionsupporting

confidence: 89%

Factors Associated With Undergraduate Nursing Students' Academic and Clinical Performance: A Mixed-Methods Study

et al. 2022

View full text Add to dashboard Cite

BackgroundThere is conflicting and limited information regarding factors that influence undergraduate nursing students' academic and clinical performance prior to entry to practice.ObjectiveTo identify factors influencing the academic and clinical performance of undergraduate nursing students throughout the course.DesignMixed methods study utilizing a retrospective cohort and a qualitative study.SettingMonash University, Melbourne, Australia.ParticipantsLongitudinal existing data of nursing undergraduate students who commenced in 2017 (n = 176) and 2018 (n = 76), and two focus groups with final year nursing students were analyzed.MethodsRetrospective students' records were used to determine the students' academic and clinical performance using the weighted average mark (WAM) of the theoretical and clinical components of the curriculum, separately. The WAM considered the year level of each unit and was scored out of 100. Multivariate linear regression was used to determine predictor factors of academic and clinical performance. Variables include entry cohort (with no previous nursing qualification vs. diploma of nursing), admission category (domestic vs. international), campus (metropolitan vs. outer metropolitan), and secondary school (year 12) results. Two focus group discussions were conducted and thematically analyzed.ResultsMore than two-thirds of the students were aged 18–20 years and mainly female. Almost 20% of the participants were international students. Students with higher secondary school (year 12) results and studying at the outer metropolitan campus achieved a higher academic performance while international students had significantly lower academic performance compared to domestic students. Students with a previous diploma of enrolled nursing and international students had lower clinical performance. Students identified that a comprehensive orientation, interactive curriculum, formal and informal support structure, and educator qualities influenced their academic and/or clinical performance.ConclusionsA supportive educational environment with an interactive curriculum may enhance students' academic and clinical performance and readiness for practice. Furthermore, targeted interventions for international students, those with lower secondary school (year 12) results, and those with a former diploma of nursing may be required to increase academic and clinical performance.

show abstract

Section: Discussionsupporting

confidence: 89%

Factors Associated With Undergraduate Nursing Students' Academic and Clinical Performance: A Mixed-Methods Study

et al. 2022

View full text Add to dashboard Cite

show abstract

“…They provide insight into topics that might be included in future studies, as well as areas that might be important to incorporate when considering how to best support LPN-to-RN student success. Although prior experience was only reported as a facilitator in one previously identified study of LPN-to-RN students (Wall, 2016), it was the most frequently reported facilitator in the open-response section of this study. Research has not determined if nursing students benefit from work experience (Phillips et al, 2016); however, it was clearly viewed as important by the participants in this study.…”

Section: Discussionmentioning

confidence: 84%

Facilitators and Inhibitors of LPN-to-RN Student Transition: A Cross-Sectional National Survey

2022

View full text Add to dashboard Cite

AIM The aim of the study was to describe the transition conditions (facilitators and inhibitors) encountered by licensed practical nurses in registered nurse educational programs (LPN-to-RN students). BACKGROUND LPN-to-RN students are important because they may increase diversity and numbers of RNs. However, no prior study has examined transition experiences of LPN-to-RN students across the United States. METHOD A cross-sectional survey of LPN-to-RN students was conducted using Meleis et al.'s transition theory. RESULTS Students (n = 873) from 131 nursing programs responded. The most common facilitators were personal motivation and believing the content taught was valuable; the most common inhibitors were juggling multiple responsibilities and personal stress levels. Several significant relationships between transition conditions and program/student characteristics were identified. CONCLUSION Faculty in LPN-to-RN programs can increase support for students by refining their own actions and addressing potential challenges when LPN and non-LPN nursing students share classes.

show abstract

“…11,41 The literature supports the use of faculty advisers to work with students individually to help them understand and navigate program requirements and the academic institution. 11,41,47,48 In nursing education, it is reported that academic advisers create positive learning experiences, share information on academic policies, and provide strategies to assist students with the stressors associated with being enrolled in an academic program. 47,48 Given this review's findings that PLPN students often feel they are left to "figure things out for themselves," 18(p.153) are "just thrown into the program," 11(p.97) and feel "overwhelmed" with the academic regulations, 18(p.153) faculty advisers could provide needed support to students.…”

Section: Discussionmentioning

confidence: 99%

Nursing students’ experiences of a post-licensure practical nurse bridging program: a qualitative systematic review

Keeping‐Burke

Morris

Witherspoon

et al. 2023

JBI Evidence Synthesis

View full text Add to dashboard Cite

Objective: The objective of this systematic review was to synthesize qualitative evidence on students’ experiences of a post-licensure practical nurse to registered nurse bridging program. Introduction: A worldwide shortage of registered nurses has prompted governments and educational institutions to develop alternate pathways to nursing licensure. One strategy used to increase the supply of registered nurses is bridging programs. Such programs grant practical nurses academic credit for previous educational and practical experience, which allows them to complete a bachelor of nursing degree in a shorter length of time. Understanding the experience of students enrolled in bridging programs will help identify their specific needs and the educational support needed for them to successfully transition into the registered nurse role. Inclusion criteria: This review considered qualitative studies that examined the experiences of practical nurses enrolled in bridging programs. Methods: The literature search was conducted in CINAHL, MEDLINE, Embase, and ERIC. The search for unpublished articles included ProQuest Dissertations & Theses and GreyNet International. Studies published in English were included with no date limits applied to the searches. Papers were screened independently by 2 reviewers against the inclusion criteria. Papers that met the criteria were appraised using the JBI critical appraisal checklist for qualitative research. Key findings were extracted from the included studies using a standardized tool and assigned a level of credibility. The review followed principles of meta-aggregation in line with the JBI approach. The final synthesized findings were graded according to the ConQual approach for establishing confidence in the output of qualitative research synthesis. Results: Twenty-four studies, published between 1989 and 2020, were included in the review. A total of 83 findings were extracted and aggregated into 11 categories. From the 11 categories, 4 synthesized findings were developed and are summarized as: i) growth through professional advancement reflects that bridging students report personal growth and professional transformation when they return to school and study to become a registered nurse; ii) need for support indicates that bridging students recognize and appreciate a need to have positive support networks in their lives, mainly with their family, coworkers, and classmates; iii) expecting more reflects that, as adult learners with prior nursing experience, bridging students anticipate receiving more support from the educational institutions and higher levels of clinical expertise and competence amongst faculty than what is provided; and iv) finding balance indicates that bridging students struggle to balance and manage multiple roles and responsibilities in their lives as they return to school to study to become a registered nurse. Conclusion: The findings of this review highlight that, as adult learners with prior nursing experience, when post-licensure practical nurses return to study there is often a need to balance multiple roles and responsibilities. It is with the support of family, coworkers, classmates, and faculty that bridging students are able to manage competing personal and academic demands. While many bridging students express disappointment with some of the learning opportunities and/or faculty expertise associated with the nursing program, they ultimately achieve growth through both personal and professional advancement upon completing the program and becoming a registered nurse. Systematic review registration number: PROSPERO CRD42021278408 Supplemental Digital Content: A French-language version of the abstract of this review is available as Supplemental Digital Content [http://links.lww.com/SRX/A10].

show abstract

Transitioning through a Bachelor of Nursing program: The enrolled nurse experience

Cited by 8 publications

References 11 publications

Factors Associated With Undergraduate Nursing Students' Academic and Clinical Performance: A Mixed-Methods Study

Factors Associated With Undergraduate Nursing Students' Academic and Clinical Performance: A Mixed-Methods Study

Facilitators and Inhibitors of LPN-to-RN Student Transition: A Cross-Sectional National Survey

Nursing students’ experiences of a post-licensure practical nurse bridging program: a qualitative systematic review

Contact Info

Product

Resources

About