As more registered nurses (RNs) return to school to obtain a bachelor of science in nursing (BSN), innovative ways must be found to support them in this endeavor. Barriers for RNs who return to school include scheduling of coursework and fear of failure. One school of nursing with a traditional BSN program reviewed its RN-BSN track, with its low retention and graduation rates. With input from nursing leaders and nurses in the community, the school applied for and was awarded a 3-year Health Resources and Services Administration grant to redesign the RN-BSN program. A hybrid classroom-online curriculum is offered in a structured, sequential format so that the RNs are admitted once a year and must complete the courses as a group, in a cohort. Data collected from evaluations showed that program support, technology support, and social support from peers encouraged the RNs to "stay the course," and 100% completed the requirements to graduate.

The large increase in the number of RN-to-BSN programs has occurred in the context of the expansion of Internet-based resources. This article expands on an earlier reported evaluation of a program based on community-derived needs. Several dimensions were identified that appear to contribute to student success in a blended-hybrid and completely online curricula. Students move through a synchronous cohort curriculum. The graduation rate for both programs was above the national average for all programs (80%), and graduation rate for the blended-hybrid program (92%) exceeded the online program (88%). Social support theory framed the important factors in a way that paralleled the factors reported by students as leading to their success.