Preparing the Nurse of the Future: Emergent Themes in Online RN-BSN Education

Perfetto, Linda M.

doi:10.1097/01.nep.0000000000000378

Cited by 14 publications

(11 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…They further reflect the utility of programs featuring cohort models with classes one day a week to promote development of a learning community. The findings and pedagogical approaches described in this study further elaborate and support Perfetto's observation that student engagement, application of learning to practice, carefully structured and managed group work, and community-based learning activities contribute to student retention and successful program completion [32].…”

Section: Application To Clinical Practicesupporting

confidence: 80%

“…Perfetto's synthesis of the literature regarding best practices for distance/online/hybrid RN to BSN program curriculums identified the importance of deliberate planning for programs and courses [32]. These findings outline the successful outcomes (<1%-3% attrition) accomplished in the sample schools through faculty development, as well as deliberate, collaborative planning with academic and instructional staff support resources for online and hybrid courses [32]. They further reflect the utility of programs featuring cohort models with classes one day a week to promote development of a learning community.…”

Section: Application To Clinical Practicementioning

confidence: 99%

See 1 more Smart Citation

Faculty Perspectives on Factors Promoting Effective RN to BSN Completion Programs

Hoeksel¹,

Sikma²,

Baroni³

2020

EDU

View full text Add to dashboard Cite

The need for a more highly educated nursing workforce has been well established. The need for BSN-prepared nurses continues to escalate and more registered nurse to bachelor of science in nursing (RN to BSN) programs are approved in Washington State every year. RN to BSN completion programs provide an efficient bridge for diploma and associate degree (ADN) nurses to progress academically and advance their careers. This multi-method, descriptive study was designed to identify common elements and promising practices for curricular and program design across seven of the nine RN to BSN programs in the state of Washington. Program directors compiled institutional data and a confidential online survey was sent to faculty who were teaching in each program. The University of Washington School of Social Work Survey Research Division (SRD) was contracted to administer the online surveys. SPSS was utilized for quantitative data analysis, while the investigative team used standard content analysis techniques for the qualitative items. Sixty-two of the 82 faculty surveys were returned (75.6%) and all seven programs provided extensive institutional data. This report explains mainly the faculty responses, while noting areas for immediate improvement including the statewide failure to gather important student demographic data like race and ethnicity. Given the wide diversity of this student population, and the profession's drive to diversify the workforce, failure to carefully monitor these data needs action. Characteristics of the wide range in student readiness for BSN-level coursework and rigors of work/life balance, along with the dynamic nature of RN to BSN education, were consistently brought forward by faculty, independent of years of teaching experience.

show abstract

Section: Application To Clinical Practicesupporting

confidence: 80%

Section: Application To Clinical Practicementioning

confidence: 99%

Faculty Perspectives on Factors Promoting Effective RN to BSN Completion Programs

Hoeksel¹,

Sikma²,

Baroni³

2020

EDU

View full text Add to dashboard Cite

show abstract

“…In the united states, the proportion of RNs with a BSN increase to 80 percent by 2020 (The Institute of Medicine, 2011) and registered nurses (RNs) with an associate's degree or diploma are among the fastest growing groups of Bachelor of Science in nursing (BSN) students (Leonard, 2003). However, a current study indicated that RN-BSN programs hold the second lowest average graduation rate of US nursing programs (Perfetto, 2019). Sarver, Cichra, and Kline (2015) indicated that the opportunity for Registered Nurses to identify challenges, benefits, and motivators to return to a school is an example of nurse leaders advocating for RNs who seek a higher educational nursing program.…”

Section: Discussionmentioning

confidence: 85%

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

et al. 2020

View full text Add to dashboard Cite

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.

show abstract

“…Table 1 summarizes the key aspects of the reviews discussed. Some of the relevant meta-analyses or systematic reviews mentioned above included samples from a specific discipline only such as health sciences (George et al, 2014;Lahti et al, 2014;Perfetto, 2019) compared student satisfaction in different learning environments such as face-to-face vs. online (Ebner & Gegenfurtner 2019) or investigated relationships between other variables such as social or teaching presence, student learning, and satisfaction (Caskurlu et al, 2020;Richardson et al, 2017). Several existing reviews or meta-analyses (see Table 1) included comparison studies based on a variety of learning environments (e.g., online, blended or traditional), combined a variety of delivery methods (e.g., CD-ROMs, computer-assisted, etc.)…”

Section: Systematic Reviews On Online Learner Satisfactionmentioning

confidence: 99%

“…Prior Systematic Reviews were presented in the literature review. The majority of studies reviewed by Perfetto (2019) focused on the relationship of online course Martin and Bolliger Int J Educ Technol High Educ (2022) 2018) investigated satisfaction through the lens of users' continued use of e-learning systems. Most variables pertaining to satisfaction in this review were technology-based due to the nature of the study's purpose.…”

Section: Comparison Of Online Learner Satisfaction Themes With Prior ...mentioning

confidence: 99%

Developing an online learner satisfaction framework in higher education through a systematic review of research

Martin

Bolliger

2022

Int J Educ Technol High Educ

View full text Add to dashboard Cite

Satisfaction is a critical aspect of student success in online education. In this systematic review, we examine 98 articles which studied various aspects of online learner satisfaction. We specifically analyzed publication patterns, context, research methodology, research instruments, and research themes and factors pertaining to online learner satisfaction research. Among these 98 studies, the journal Internet and Higher Education published the highest number of articles (n = 8), and the majority of studies were conducted in the United States (n = 37). Thirty five percent of the studies were conducted with undergraduate students. The majority of the studies (89%) was quantitative, 68% were descriptive, and 94% used surveys. Learner characteristics was the most examined theme, followed by engagement and course delivery. Program quality, assessment, and learner support were some of the themes that were least studied. In 46 studies researchers adopted or modified existing items or instruments to measure student satisfaction. The framework benefits both online learning practitioners and researchers.

show abstract

Preparing the Nurse of the Future: Emergent Themes in Online RN-BSN Education

Abstract: The findings serve as the beginning of a comprehensive guide on the subject.

Cited by 14 publications

References 15 publications

Faculty Perspectives on Factors Promoting Effective RN to BSN Completion Programs

Faculty Perspectives on Factors Promoting Effective RN to BSN Completion Programs

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

Developing an online learner satisfaction framework in higher education through a systematic review of research

Contact Info

Product

Resources

About