Nursing Education Transformation: Promising Practices in Academic Progression

Gorski, Mary Sue; Farmer, Patricia; Sroczynski, Maureen; Close, Liz; Wortock, Jean

doi:10.3928/01484834-20150814-05

Cited by 16 publications

(4 citation statements)

References 7 publications

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“…Educators emphasized crafting program plans to integrate the curriculum and a seamless transition for students from ADN to BSN [9,12,15]. Eliminating curricular redundancies was of primary concern [17]. Sharpnack et al [15] reported using gap analysis to assist faculty in identifying strengths, weaknesses, and overlaps of each partner curriculum before devising program pathways.…”

Section: Program Developmentmentioning

confidence: 99%

“…Bopp and Einhellig [6] reported the importance of detailing student prerequisite and admission requirements, program policies, and progression pathways. Several institutions ran small pilot studies before instituting full program enrollment [10,11], and others sought the advice of experts or consultants to help with the development and implementation of programs [17].…”

Section: Program Developmentmentioning

confidence: 99%

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Concurrent Enrollment ADN-BSN Programs: A Call to Expand Access to This Innovative Approach to the BSN

Nelson

2024

Nursing Forum

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Background. The National Education Progression in Nursing’s current goal is for one million incumbent nurses and 90% of new ADN nurses to achieve a BSN or higher by 2025 in the United States. To meet this goal, programs nationwide are exploring options to increase BSN graduates. One method is the concurrent enrollment ADN-BSN pathway. This review examines how nurse educators develop and implement concurrent enrollment ADN-BSN programs in the US and calls to expand access to this important approach to academic progression in nursing. Method. A PRISMA search strategy was used to identify articles that detailed the development and implementation of dual-admission nursing programs. Ten relevant works were analyzed in this review. Results. Dual enrollment programs vary in program type and implementation methods nationwide and offer an innovative, cost-effective, and time-efficient approach to obtaining the BSN. Conclusion. While employing dual or concurrent enrollment partnerships between community colleges and universities is a complex endeavor, these programs are a powerful and cost-effective way to increase the number of BSN nurses in the workforce and should be considered for expansion as we promote academic progression for all nurses.

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Section: Program Developmentmentioning

confidence: 99%

Section: Program Developmentmentioning

confidence: 99%

Concurrent Enrollment ADN-BSN Programs: A Call to Expand Access to This Innovative Approach to the BSN

Nelson

2024

Nursing Forum

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“…The purpose of nursing education is to create critical and creative thinking, promote spontaneous learning, enhance psychomotor skills, promote time management, increase self‐confidence, improve appropriate communication and prevent students’ passivity (Aliafsari Mamaghani et al ; Sezer ). Therefore, it can be stated that nursing practice depends on the quality of nursing education for training students with the ability to provide standard health care to patients in various health environments (Gorski et al ; Ortega et al ).…”

Section: Introductionmentioning

confidence: 99%

Conceptualizing and determining core clinical competencies in nursing students: a qualitative study

Moradi

Ahmadi

Sadeghi

et al. 2019

International Nursing Review

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Aim This study aimed to conceptualize and explain the core clinical competencies of nursing students in Iran. Background/Introduction Despite the national and international efforts to modify nursing curricula such that the students’ clinical competencies are improved, there is still a widespread concern about this issue, perhaps due to the impact of factors other than the curriculum itself, such as the lack of a clear definition for the concept of clinical competency and its main components in nursing students. Methods This qualitative study was conducted using conventional content analysis. The participants were selected through purposive sampling and included 14 senior students of bachelor of nursing, four nurses working in teaching hospitals and six clinical instructors. Individual semi‐structured interviews were used for data collection. After recording and transcribing the interviews, content analysis was used to extract the concepts. Findings The main theme of the study was ‘multidimensionality of the concept of clinical competency,’ which had six main categories, namely ‘adoption of and adaptation with the nursing practice,’ ‘nursing knowledge,’ ‘self‐direction in clinical learning,’ ‘patient care skills,’ ‘professional ethics’ and ‘the development of professional behaviours.’ Discussion/Conclusion Clinical competency and its dimensions among students comprise a multidimensional concept. Having a clear and comprehensive understanding of this concept and focusing on its core axes may be the most important step in improving students’ clinical competency. Implications for nursing, health and education policy Policymakers and nursing education authorities can identify the problems existing in the students’ clinical competency and provide them with practical solutions for a standard professional education through a clear understanding of the concept of clinical competency and its dimensions.

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“…The question remains whether or not nursing education has met that challenge in the intervening years. Recent publications (Adams, 2014; Benner, 2012; Gorski, Farmer, Sroczynski, Close, & Wortock, 2015) continue to call for a transformation in nurse education to meet requirements in a variety of healthcare settings. Gorski and colleagues noted that “health care has changed over the past decade; yet nursing education has not kept pace with social and scientific advances” (p. 509).…”

mentioning

confidence: 99%

Community-Centered Service Learning

Yancey

2016

Nurs Sci Q

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Although service learning has been proposed as a teaching-learning modality in response to an ongoing challenge to transform nursing education, there is a risk to community and student when service learning is poorly conceived. A community-centered service learning approach founded on a nursing theoretical perspective and community model is explored as a way to honor the wisdom and perspective of the community in changing while illuminating a new way of being a nurse in community for the nursing student.

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Nursing Education Transformation: Promising Practices in Academic Progression

Abstract: This article summarizes that process and provides a description of the models, challenges, common themes, recommendations, and progress to date.

Cited by 16 publications

References 7 publications

Concurrent Enrollment ADN-BSN Programs: A Call to Expand Access to This Innovative Approach to the BSN

Concurrent Enrollment ADN-BSN Programs: A Call to Expand Access to This Innovative Approach to the BSN

Conceptualizing and determining core clinical competencies in nursing students: a qualitative study

Community-Centered Service Learning

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