Resisting, Reaching Out and Re-imagining to Independence: LPN’s Transitioning towards BNs and Beyond

Abstract

Little is known about the process of how nurses transition between vocational training and institutions of higher education. Understanding this process provides educators with the knowledge to support new groups of university students making this transition. Grounded theory (GT) was used to explore and understand this process. Three studies from a 7-year research program were used as data. The analysis led to the generation of a GT illuminating the process of students transitioning from post-LPN to BN. This GT illustrates how students overcome difficulties encountered moving to a more complex nursing role. The students' main concern was a lack of independence. The core variable, which resolves this main concern, and which emerged from the analysis of the data is developing independence. There are three sub-core variables, resisting, reaching out and re-imagining which support this core variable of developing independence.

Licensed Practical Nurses becoming Registered Nurses: Conflicts and responses that can help

“…Developing the independence needed to function as an RN is particularly difficult [8] . This "internal strain creates a state of ambivalence, conflicting internal dialogue or lack of resolution in one's thinking and feeling," known as intrapersonal conflict [9] .…”

Facilitation of Disorientating Events for the RPN to BScN Learner / Soutenir, par des occasions déconcertantes, les apprentissages de l’infirmière diplômée d’un programme collégial (RPN en Ontario) pour devenir infirmière bachelière (B.Sc.)

“…They provide an online LPN to a bachelor of nursing degree program. These studies used qualitative methodology and highlighted the challenges and barriers of transitioning to the RN student role and then RN practitioner Melrose & Gordon, 2008, 2011Melrose & Wishart, 2013). Research from the US addressing the LPN to baccalaureate RN learners also found similar challenges, such as financial stress, multiple role obligations, and the unexpected academic rigour of the program (Adelman, 2002;Claywell, 2003;Cook, Dover, Dickson, & Engh, 2010;Porter-Wenzlaff & Froman).…”

“…A challenge for RPN to BScN faculty is to design a curriculum that acknowledges the RPNs' nursing knowledge, is adaptive to their diverse nursing experience, and exposes them to learning situations that will push them beyond their comfort zone. The explicit differences between the RN and the RPN in practice has been described by Melrose and Wishart (2013) as being difficult to define, and it continues to cause role ambiguity for the RPN to BScN learner. Since the change in the RPN entry to practice competencies in 2005, the RPN role has expanded, and now RPNs are practising skills that previously were the "sole domain of the RN" (Registered Practical Nurse Association of Ontario, 2014, p. 9).…”

Mentoring non-traditional students in clinical practicums: Building on strengths

“…[8][9][10] Yet, it is often their practicum experiences that most help adult students become socialized into a new professional nursing role [11] and to re-imagine their professional identities in new ways. [12] Mentoring approaches that experienced clinical instructors believe are effective can make an important difference to these students, but they are seldom disseminated beyond individual educational institutions.…”