Motivators and Barriers to Returning to School

Romp, Celeste R.; Kiehl, Ermalynn M.; Bickett, Anette; Bledsoe, Sarah F.; Brown, Debbie Scott; Eitel, Stephanie B.; Wall, Mary Patricia

doi:10.1097/nnd.0000000000000046

Cited by 18 publications

(17 citation statements)

References 7 publications

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“…With United Arab Emirates emphasis on increasing BSN nurses, the role of administrative staff and nurse educator is essential of promoting lifelong learning. Therefore, it is an ideal to provide a way for advising and mentoring nurses to return to BSN programs (Romp et al, 2014). According to Gillespie and Langston (2014), Bachelor Science in nursing progression is closely related to a relationship among several factors such as personal, work, and educational issue.…”

Section: Discussionmentioning

confidence: 99%

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

et al. 2020

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The nursing programs across United Arab Emirates are in the process to inform students about RN-BSN bridging program. The study purpose was to determine the interests and reasons of nurses in enrolling to a RN –BSN bridging program. An online survey was conducted among diploma students to explore their interest and perspective regarding pursuing bridging program. One hundreds thirty-five RNs participated. The questionnaire used for survey had seventeen items, which included questions to elicit information or clarification of their perspectives. We performed the data analysis in SPSS by computing descriptive and inferential statistics. The findings showed that a majority of nurses were interested in returning to RN-BSN program. The students’ reasons were both personal and career related, with personal reasons being more dominant. Most of participants held a diploma and midwifery and they had more than 2 years working experience since they completed diploma. There appears to be a need for a RN-BSN bridging program because most of study respondents are potential candidates for this program. This study provides information to nursing schools’ management to provide opportunities and develop curriculums to meet the needs of these nurses. Nurses need to reflect on various strategies for incorporating their new knowledge into clinical practice.

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Section: Discussionmentioning

confidence: 99%

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

et al. 2020

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“…Because no instrument could be located related to the study of MSN students, the data were collected utilizing a faculty constructed instrument. With input from recent graduates, a review of published RN-BSN motivator and barrier survey instruments and findings, and a thorough review of the literature, faculty investigators constructed a three-section questionnaire [5,6,17] . These sections included…”

Section: Instrumentmentioning

confidence: 99%

“…Similar to RN-BSN students, financial issues and work schedule challenges remain significant barriers to returning to school for graduate level students [6,13] . It is a substantial hurdle for students to have to change jobs to arrange a more convenient schedule in order to enroll in classes.…”

Section: Have Overcome the Following Barriers To Return To Schoolmentioning

confidence: 99%

“…There is substantial research about associate and diploma degree nurses returning to school to earn a bachelor's degree. The commonly reported barriers for these nurses include educational expenses, family and work demands, and a lack of time to devote to studies [4,5,6] . Megginson [7] also identified a lack of recognition for past education accomplishments, equal treatment of RN's regardless of degree, and negative experiences in an earlier nursing program as reported barriers.…”

Section: Introductionmentioning

confidence: 99%

“…Personal satisfaction, promotion and obtaining another position, receiving encouragement by co-workers and family, and improved financial compensation were reported as motivating factors [4,7,5,6] . According to the 2017 National Workforce Survey, nurses with graduate level degrees show large increases in median salaries over those without [2] .…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Challenges in Pursuing Nursing Education at the Graduate Level: Motivators, Barriers, and Persistence

Loftin¹,

Phillips²,

Aprn³

et al. 2021

GJON

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As the United States [U.S.] nursing shortage continues, the need for a highly educated work force grows. Although, the Carnegie Report [1] advocated for a Bachelor of Science in Nursing [BSN] degree as entry into practice with a required Master of Science in Nursing [MSN] earned within 10 years, the necessity to pursue a graduate degree in nursing has not been as widely encouraged as the baccalaureate degree. Master’s prepared nurses are essential across a variety of health care settings to serve in leadership, management, and advanced primary provider positions, as well as in academic settings as faculty members and researchers. In 2017, approximately 17% of the nursing workforce held a master’s degree. This was up from 13.8% in 2013 [2]. While the percentage of nurses earning a master’s degree has risen gradually, the need for additional highly educated nurses persists as rapid advancements in health care technology, including telehealth and informatics, occur. During 2016 and 2017, the nursing program at the authors’ institution tasked the recruitment and retention committee with increasing enrollment in the graduate nursing program. The committees stated goal was increasing enrollment in all role specializations (nurse practitioner, education, and management). The committee identified two areas of particular concern: the need for family nurse practitioners in the nearby rural communities and a shortage of nursing faculty in the area as these areas had become challenging. Although the nursing program had been successful at retaining a majority of its students, recruitment of new students was challenging and thus became the key focus.

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Professional Development Strategies to Enhance Nurses’ Knowledge and Maintain Safe Practice

Bindon¹

2017

AORN Journal

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Maintaining competence is a professional responsibility for nurses. Individual nurses are accountable for their practice, as outlined in the American Nurses Association's Nursing: Scope and Standards of Practice. Nurses across clinical settings face the sometimes daunting challenge of staying abreast of regulatory mandates, practice changes, equipment updates, and other workplace expectations. In the complex, evolving perioperative setting, professional development is a priority, and the need for ongoing education is critical. However, nurses' efforts to engage in their own development can be hampered by a lack of time, limited access to educational resources, or cost concerns. This article provides an overview of nursing professional development and offers some resources to help individual nurses maintain or enhance their knowledge, skills, and attitudes.

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Motivators and Barriers to Returning to School

Cited by 18 publications

References 7 publications

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

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

Challenges in Pursuing Nursing Education at the Graduate Level: Motivators, Barriers, and Persistence

Professional Development Strategies to Enhance Nurses’ Knowledge and Maintain Safe Practice

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