RN-BSN Students’ Perceptions of the Differences in Practice of the ADN- and BSN-Prepared RN

Matthias, April D.; Kim‐Godwin, Yeoun Soo

doi:10.1097/nne.0000000000000244

Cited by 12 publications

(8 citation statements)

References 10 publications

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“…Findings from this study confirm findings by Matthias and Kim-Godwin (2016), who reported ADN-to-BSN students as not anticipating that their BSN education would change their nursing practice because their ADN education already taught them to provide safe care at the bedside. In addition, this study supports earlier findings about ADN graduates' completion of their BSN degree for career advancement and perhaps graduate education (Anbari, 2015).…”

Section: Discussionsupporting

confidence: 83%

Associate Degree in Nursing-to-Bachelor of Science in Nursing Graduates' Education and Their Perceived Ability to Keep Patients Safe

Anbari¹,

Vogelsmeier²

2018

J Nurs Educ

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Section: Discussionsupporting

confidence: 83%

Associate Degree in Nursing-to-Bachelor of Science in Nursing Graduates' Education and Their Perceived Ability to Keep Patients Safe

Anbari¹,

Vogelsmeier²

2018

J Nurs Educ

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“…The findings validate and extend those of previous studies without delineating students in fully online programs from hybrid and faceto-face programs. Students' reasons for returning to school for RN-BSN program are similar to previous cited reasons such as pressure from employers and employer hiring practices resulting from the popularity of Magnet recognition programs job security and advancement [6,11,39]. Increased professional values and growth, earning respect from peers, and improving professional identity were reported as reasons for returning to school by only a few participants.…”

Section: Discussionsupporting

confidence: 64%

Students’ perspectives of factors related to delayed completion of online RN-BSN programs

Iheduru-Anderson

2021

BMC Nurs

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Background There are multiple educational programs for individuals to become registered nurses (RNs), and the transition from an associate degree or diploma to a Bachelor of Science in Nursing (BSN) degree is vital to healthcare. This study examined the factors contributing to delayed completion or withdrawal from online RN-BSN nursing programs from students’ perspectives. Method Thematic content analyses were conducted on qualitative data obtained from semi-structured interviews (N = 26). Results Complex factors contributed to delayed completion of online RN-BSN programs, including student-, institutional-, and faculty-related factors. Conclusion This study validated and extends previous studies without delineating students in fully online programs from hybrid and face-to-face programs. Students, faculty, and institutions all have a role to play in facilitating on-time program completion. Recognizing and mitigating the barriers that delay on-time program completion is required to foster nurses to obtain a BSN degree.

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“…The evidence consulted confirms that students improve in therapeutic communication during the development of clinical practice, and we have not found studies that provide information on a student's evolution in the professional development dimension and care management (26,34) .…”

Section: Discussionmentioning

confidence: 80%

Analysis of the evolution of competences in the clinical practice of the nursing degree

Martínez-Momblán

Colina-Torralva

Cueva-Ariza

et al. 2020

Rev. Latino-Am. Enfermagem

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Objective: to analyze the student’s progression in the acquisition of specific and transversal competences in relation to the competence dimensions. Method: the cross-sectional descriptive study was carried out in the clinical practice subjects included in the Nursing Degree. We included 323 students and we contemplated the development of competences through an ad-hoc questionnaire with 4 dimensions: delivery and care management, therapeutic communication, professional development and care management. Results: the academic results between the practice of the second and third year showed an improvement in care provision and therapeutic communication skills (Clinical Placements I: 12%-29%; Clinical Placements II: 32%-47%) and worsened in professional development and care management (Clinical Placements I: 44%-38%; Clinical Placements II: 44%-26%). Conclusion: the correlations between these two years were high in all the dimensions analyzed. The evaluation of competence progression in the context of clinical practice in nursing university studies allows us to optimize these practices to the maximum and establish professional profiles with a greater degree of adaptation to the professional future.

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RN-BSN Students’ Perceptions of the Differences in Practice of the ADN- and BSN-Prepared RN

Cited by 12 publications

References 10 publications

Associate Degree in Nursing-to-Bachelor of Science in Nursing Graduates' Education and Their Perceived Ability to Keep Patients Safe

Associate Degree in Nursing-to-Bachelor of Science in Nursing Graduates' Education and Their Perceived Ability to Keep Patients Safe

Students’ perspectives of factors related to delayed completion of online RN-BSN programs

Analysis of the evolution of competences in the clinical practice of the nursing degree

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