Relearning how to learn: Enrolled nurse transition to degree at a New Zealand rural satellite campus

Exploring the transition experiences of students entering into preregistration nursing degree programs with previous professional nursing qualifications: an integrative review

“…Eight studies highlighted academic and/or institutional challenges faced by students when they commenced at university (Hylton , Williams et al . , Rapley et al .…”

“…Several studies reported on students' previously developed learning styles as problematic in the transition experience, (Hill & MacGregor ,b, Hylton , Dearnley , Rapley et al . , Boelen & Kenny ).…”

“…Boelen and Kenny () found that students reported issues around self‐directed learning and were unfamiliar with learning styles expected. Hill and MacGregor (,b) and Hylton () described how students developed as learners over the course of study, becoming reflective in their practice and embracing critical learning by the end of their degree program. Rapley et al .…”

“…However, despite the importance of such strategies there are few resources that inform how best to engage with, support and retain this cohort (Kevern et al . , Hylton , Rapley et al . , Hutchinson et al .…”

Mapping Nursing Pathways

“…This need arises in the absence of existing work in the area. Considerable literature exists that explores various aspects of the transition of ENs to the RN role in Australia (see, for example, Cubit & Lopez, 2012;Kenny & Duckett, 2005;Nayda & Cheri, 2008;Ralph et al, 2013) and overseas (Gordon & Melrose, 2010;Hylton, 2005;Melrose & Wishart, 2013). This work primarily focuses on issues related to the experience of the transition process.…”