RN to BSN--advice on returning to school

Registered nurses who return to school to pursue a bachelor's degree face many challenges, including scheduling, family, and financial concerns. Despite these issues, RNs with an associate's degree or diploma are among the fastest growing groups of bachelor of science in nursing (BSN) students. Nurses return to school for personal satisfaction, to fulfill requirements for certification or graduate school, and to advance their careers and improve practice. A group of students enrolled in an RN to BSN program were surveyed to determine their perceptions of the difficulties and rewards of returning to school. This article shares their insights and advice for other RNs wishing to pursue a BSN. AORN J 77 (March 2003) 598-608.     

The significance of graduate admission written goal statements.

Written goal statements are often required of applicants to nursing graduate programs. There is a lack of data describing the significance of written goal statements, the topics addressed by applicants in their written goal statements, and the relationship between goal statement quality of writing (QOW) and graduate-level coursework. Using content analysis, the written goal statements of 157 graduate students from one Midwestern school of nursing were analyzed for their QOW and for the identification of content categories. Analysis of the goal statements' content categories revealed that applicants tended to focus their writing on the immediate goal of getting admitted to graduate school and on clinical practice issues they felt were important to their desired program major. Data were analyzed to determine the relationship between goal statement content and graduate program major as well as that between QOW and the final grade in a writing-intensive nursing theory course. The results indicated that QOW did not differ by program major and that it was significantly related to the nursing theory final course grade. Implications for graduate nursing education and advanced nursing practice are addressed.     

School-related expenses, living expenses, and income sources for graduate students in nurse anesthesia programs

Nurse anesthesia programs (NAPs) are the highest priced programs for graduate students compared with 7 other nursing master's degree programs. Not only are nurse anesthesia programs expensive, but also most students are encouraged by the policies within their individual programs to terminate full-time employment before matriculation. The purpose of this study was to determine school-related and living expenses, as well as the income and sources of income for graduate students in the second year of their NAP. To obtain the information, a student cost survey was designed and administered to participants attending NAPs across the United States during the 2001 school year. In addition, total degree costs were analyzed using a cost model assessing 4 components: educational costs, living expenses, net income foregone, and loan costs. The results showed that total degree costs incurred by graduate students in NAPs to complete their nurse anesthesia education totals $173,007. The analysis of the sources of income showed the following sources were used by respondents: guaranteed student loans; a spouse's income; agreements with future employers; stipends from universities, hospitals, and/or the military; grants; family support; and self-income. Completing a nurse anesthesia education program is expensive, although the expected return on the investment is high. Nevertheless, the expense may keep qualified graduate students from entering NAPs.     

Diversity in graduate nursing education: an experience in collaboration.

The recent shift in public policy away from the use of affirmative action programs in the admissions process of institutes of higher learning has motivated colleges and universities to explore alternative means for achieving their goal to increase the diversity of their student bodies. The imperative to promote diversity is particularly relevant in nursing education because there is an emphasis on preparing students to enter a profession that is committed to providing health care to all regardless of gender, race, ethnicity, or socioeconomic background. In 1997, the nursing programs at 2 Florida schools-Bethune-Cookman College (B-CC), a historic African-American college, and the University of Florida (UF), a land-grant university-initiated a collaborative relationship with the goals of improving access to graduate education for B-CC graduates and increasing the diversity of the graduate student body at UF. A central component of the collaboration is the Gator-Cats Mentoring Program in which students are recruited through career counseling and financial planning, mentored through the application process and the program, and offered continuing support in the skills required in graduate studies. This collaboration can serve as a model for other institutions seeking effective ways of increasing the diversity of their student populations.     

Graduate student self-efficacy: Implications of a concept analysis

BackgroundNurses with graduate degrees play pivotal roles in nursing care, education, and research. Alarming trends of a nurse faculty shortage and high levels of graduate nursing student attrition highlight the need to better understand the experiences of graduate nursing students.PurposeThe purpose of this paper is to define the concept of self-efficacy in graduate students as it pertains to enrollment, retention, and graduation.MethodsUsing Rodgers' Evolutionary Method of concept analysis, self-efficacy was analyzed from the literature of various disciplines, including nursing.ResultsAntecedents, attributes, and consequences of self-efficacy were identified from 23 studies. Self-efficacy in graduate students is sourced by perceived, positive experiences. Its attributes are personal, malleable, goal-driven, a resource, knowledge, and trust. Graduate student self-efficacy results in productive thoughts, feelings, and actions that culminate in successful outcomes.ConclusionSelf-efficacy has been identified by researchers in other disciplines as a helpful concept for understanding why and how graduate students initiate, continue, and complete their degrees. With a dearth of research exploring nursing graduate student self-efficacy, qualitative research is needed to understand the role this concept plays in graduate nursing education. Nevertheless, the findings of this concept analysis may serve as a starting point to inform nursing graduate education practice.     

An academic practice partnership: Building capacity to meet sexual health education policy requirements of a public school system

The purpose of this clinical concepts paper is to describe the development, implementation, and evaluation of a formal academic‐practice partnership between a large, urban, public school system and a college of nursing, based on the American Association of Colleges of Nursing's Guiding Principles to Academic‐Practice Partnerships. The overarching goal of the partnership was to increase the school district's capacity to meet sexual health education policy requirements while providing graduate nursing students with an opportunity to work with a diverse population of youth during a public health nursing practicum course. As a result of the partnership, over 2,000 public school students (grades 5–12) have received comprehensive sexual health education and increased their knowledge by an average of 19.7–32.7%. In addition, 79 prelicensure, graduate nursing students have been placed at the public school system for public health nursing practicum and 100% have met all clinical objectives. As with any partnership, successes and lessons learned were identified. Discussion of both is included in this paper and may benefit other organizations considering entering into similar partnerships. Ultimately, academic‐practice partnerships are an important mechanism to simultaneously meet the growing needs of community practice partners and nursing education programs, while strengthening public health nursing practice.     

A replication study of priorities and attitudes of two nursing programs' communities of interest: an appreciative inquiry.

American universities and nursing faculties, caught between the imperatives of community demand and university financial constraints, need to analyze their communities of interests' shared priorities for nursing education. This replication study's objective was to compare the priorities and attitudes of two nursing programs' communities of interest using appreciative inquiry (AI). The researchers used AI to conduct a qualitative, comparative analysis of data from two nursing programs. They used one-on-one and focus group interviews to examine stakeholders' views of the best of the nursing program's past, their vision and approaches to realizing the vision, and their roles in contributing to the vision they created. The researchers analyzed the qualitative data using a standardized codebook and content analysis. Respondents' priorities for both academic programs were similar, with the western respondents emphasizing nursing's contribution to quality care and the southern respondents emphasizing its leadership and commitment to diversity. Both identified the role of legislators and the community in partnering with nursing to secure funds for expansion. Both programs' respondents viewed nursing as a major part of the university and considered their role as supporters of the university's academic and financial goals. The two nursing programs appeared to harness external and internal support in their respective communities. While some priorities differed between the two nursing programs, respondents were aware of the ripple effect of decreased funding for nursing education on the delivery of nursing services to the community. Differences among the undergraduate and graduate students, which reflect a nursing program's student mix, underscore the priorities that nursing programs must emphasize.     

Student interest in perioperative nursing practice as a career

Perioperative nursing is in crisis because of the difficulty recruiting sufficient numbers of graduate nurses and the threat of nonnursing employees performing traditional nursing duties. The relative unpopularity of perioperative nursing as a career choice for graduate nurses is commonly attributed to little exposure to the specialty's theory and practice in undergraduate nursing education programs. This article discusses results of a longitudinal study's first phase to ascertain career preferences of undergraduate nursing students. Findings suggest that when students begin nursing programs, they consider perioperative nursing a favorable career option. Few studies regarding student nurses' attitudes toward perioperative nursing exist, making these results significant.     

Exploring men's perceived educational experiences in a baccalaureate program

Nursing school is the first place that men are likely to experience nursing in the professional sense. This study explored and documented men's perceptions of their experiences in baccalaureate nursing education. Face-to-face audiotaped interviews were conducted with 13 male nursing students who were in their last semester at three baccalaureate nursing programs. Qualitative methods were used to analyze their responses. The findings showed a lack of enjoyment of nursing school, the importance of career opportunities, frustrating communication differences, and the desire for more male nurse educators. Recommendations for future research include obtaining female students' perspectives on these questions, researching male students from different types of programs, and studying male graduate students to discover why so few become educators.     

Gerontological curriculum in schools of nursing

This article investigates the availability of gerontological nursing programs that exist nationally and are found listed in the NLN Master's Education in Nursing: Route to Opportunities in Contemporary Nursing (1987). A sample of 12 programs offering gerontological nursing was selected from 64 schools listed. Six of the twelve (50%) schools of nursing responded to a survey for review and comparison of their programs for similarities and differences. The surveyed programs were compared with recommendations found in a review of the literature in four main categories: knowledge/course content, faculty, environment/clinical experience, and learner/student. The review of the responding programs followed the 11 recommended standards in the ANA Standards and Scope of Gerontological Nursing Practice (1987). Findings from the survey indicated similarities among the six responding schools, and indicated congruence with results of two previous national studies (AGHE, 1988 and ANA, 1986a). Specific findings in the study are discussed along with implications for gerontological nursing education. Recommendations are made for better defined curricula in gerontological nursing at both the undergraduate and graduate levels, more faculty qualified in gerontology, and further investigation of the learners or students entering gerontological nursing to facilitate curriculum development and appropriate instructional strategies.     

Wired for success: stimulating excitement in nursing through a summer camp

The seriousness of the nursing shortage has been addressed by both the public and professional media. The literature documents substantial support for strategies that focus on increasing the enrollment in nursing education programs and/or sustaining practice environments that contribute to higher nurse retention rates. A nursing camp is an example of an innovative strategy to stimulate excitement in a nursing career, and thus potentially limit the severity of the nursing shortage. The camp helps high school students enhance their discernment about being "wired" for nursing; learn selected basic nursing skills; job shadow; interact with current nursing students and practicing nurses; and develop themselves as educated consumers of information about nursing education programs and financial assistance for college. This article details the development and implementation of a summer residential nursing camp and describes associated outcomes for both the students and the nursing program.     

East meets West: a comparison between undergraduate nursing education in Japan and in the United States

An increasing number of foreign students, especially those of Asian ethnicity, are enrolling in graduate nursing programs in the United States. The transition of these students into graduate nursing programs is not always easy. While a language difference may pose difficulties, a more crucial problem is the difference that often exists between the basic educational nursing preparations of Asian and American graduate students. Some Asian-educated students entering graduate nursing programs may not be prepared to the same degree as their U.S.-educated counterparts. This article presents some of the critical differences in educational philosophy, nursing faculty, types of nursing programs, admission criteria, nursing classroom and clinical experiences, and professional licensure that exist between Japan and the United States. Recommendations are proposed that could help mitigate some of these differences and facilitate the transition of Japanese graduate nursing students into the U.S. educational system.     

Transitioning from direct care to virtual clinical experiences during the COVID-19 pandemic

When the COVID-19 pandemic forced university campuses and healthcare agencies to temporarily suspend both undergraduate and graduate direct care educational experiences, nursing programs had to formulate alternative plans to facilitate clinical learning. Texas Woman's University used this opportunity to assemble a faculty group tasked with creating a set of college-wide guidelines for virtual simulation use as a substitution for traditional face-to-face clinical. The process included completing a needs assessment of both undergraduate and graduate level programs across three campuses and identifying regulatory requirements and limitations for clinical experiences. The task force utilized the information gathered to develop evidence-based recommendations for simulation hour equivalence ratios and compiled a list of virtual activities and products faculty could use to complete clinical experiences. Undergraduate and graduate student surveys were conducted to determine the effectiveness of the transition to virtual clinical experiences. Overall, the majority of survey results were positive regarding virtual simulation experiences providing students with valuable opportunities to enhance their learning. Negative comments regarding the impact of COVID-19 on a personal level included issues involving internet access and web conferencing logistics, lack of motivation to study, family difficulties, and faculty inexperience teaching in an online environment. Undergraduate pre-licensure students were provided with opportunities to successfully complete all remaining required clinical hours virtually, while graduate students were allowed to complete non-direct care hours as applicable using virtual clinical experiences.     

An exploratory study of the concerns of mature access to nursing students and the coping strategies used to manage these adverse experiences

The inter-connections between educational, family and social spheres of life are integral to the experiences and outcomes of mature student participation in education. This relationship highlights the need to understand the educational experience in the context of the life of the mature student. Mature nursing students have been shown to experience many difficulties during their course. These problems include childcare, relationship and financial difficulties. What is not well documented are the problems and coping strategies of future nursing students who are undertaking Access to Nursing courses and whether these mirror those found in mature nursing students. This small scale exploratory study investigated the course-related problems and coping strategies of mature students undertaking an access to nursing in a Further Education College. This study is one part of a larger programme of research investigating mature students in nursing. In-depth interviews were conducted on mature students and data were analysed using content analysis methods. Content analysis revealed particular concerns regarding the obstacles faced by mature nursing students. In particular the findings suggested that financial difficulties and re-entry into tertiary education were the prominent concerns for these individuals. The coping mechanisms identified to overcome these problems included; support networks, prioritizing and organising, and positive expectations and attitudes for the future. Understanding how students cope with their difficulties will provide the building block for future intervention strategies designed to minimise problems and increase retention rates. Further longitudinal research is required on the long term and cumulative nature of stress and coping in this group from access to post-qualification.     

Nursing students' and faculty members' knowledge of, experience with, and attitudes toward complementary and alternative therapies

This study was designed to describe and compare the knowledge, experience, and attitudes of nursing faculty and students (undergraduate and graduate) regarding complementary and alternative therapies (CAT). A cross-sectional survey (N = 153) of undergraduate (n = 41) and graduate (n = 57) students and faculty (n = 55) was conducted in one school of nursing. Most participants were White (87%) and female (78%). More than 70% of the students and faculty agreed that clinical care should integrate the use of CAT. More than 85% desired more education about CAT, especially in undergraduate nursing curricula. More than 65% agreed that the clinical nurse specialist or nurse practitioner role should include the use of CAT in their practice, and more than 50% agreed that they had some knowledge of CAT, but only approximately 30% had some experience with CAT. Faculty and students expressed positive attitudes toward integrating CAT into the undergraduate nursing curriculum and nursing practice. Faculty development and nursing research are needed to facilitate curriculum change and integrate CAT into nursing programs at all levels.     

Mentoring in Health Sciences Education: A Review of the Literature

Mentoring is a concept that has been around for many years, but has only gained popularity in health science education programs over the past 20 years. Nursing, in particular, has recognized the short- and long-term benefits of mentoring students. The primary benefits are career and psychosocial development, which enables students to be successful in their educational programs. Mentoring also assists with easing the transition from student to graduate in a shorter period. In this literature review, the authors examined mentoring programs from nursing, medical school, pharmacy, and occupational therapy educational programs. Each of these health science programs reported favourable outcomes for their students involved in mentoring relationships, such as decreased stress and anxiety about their education, increased feelings of belonging to their programs and professions, and increased self-confidence and self-esteem.These studies help to confirm that mentoring can have a dramatic influence on the success and retention of students enrolled in health science programs. Unfortunately, no recent literature is available that specifically addresses mentoring practices in the medical radiation sciences. This article will attempt to show that results from current research in other health science educational programs could be used in forming medical radiation sciences mentoring programs. Developing these programs could have the same positive effects on recruitment and retention as they have in related disciplines.     

It ain't what you say, it's how you say it: linguistic and cultural diversity in the classroom

The disparity between the cultural and linguistic diversity of the teaching population and the student population continues to grow as teacher education programs enroll and graduate primarily white teacher candidates (83.7%). At the same time, the diversity of the K-12 student body has increased with 65% of public school students being from culturally and linguistically diverse backgrounds (National Center for Education Statistics, 2007). This chasm between the diversity of the teaching force and student population is of concern as many teachers report that they do not have the cultural knowledge and experience of working or living in diverse environments, yet will be faced with teaching a very diverse student population. Hence, the need for teacher candidates and current teachers to be explicitly taught the skills needed to successfully teach diverse student populations is urgent. In this article, we explore the following phenomena: how linguistic and cultural diversity is regarded in teacher education programs, as well as teacher candidates' and current K-12 teachers' dispositions towards students who do not share their cultural backgrounds or language (including those who vary in their dialects). Finally, we will present strategies that teacher educators can use to embrace and empower culturally and linguistically diverse (CLD) teacher candidates, as well as prepare teacher candidates to teach diverse student populations.     

Where's the support for clinical laboratory science education?

I frequently leave the biweekly program director meetings at our community college amazed at how health-care organizations are stepping up to the plate to support nursing education. Local hospitals are begging the college to increase the number of students in the nursing program, while I struggle to find clinical rotations for the students in our medical laboratory technology (MLT) program. Several local hospitals have initiated "Learn and Earn" programs to support individuals in their pursuit of a nursing degree, while it seems that every semester we lose at least one new MLT student because of financial difficulties. Two hospitals have even loaned nurse educators to our nursing program so that more students can be accepted. These nurses are being paid by the hospitals at the much higher industry salaries. I started to wonder, "Where's the support for clinical laboratory science (CLS) education?" We have a shortage, too. In fact, in 2001, CLMA declared a clinical laboratory staffing emergency. I decided to do some research to try to understand why nurses get all the attention and to compare what is being done to overcome the two shortages. The more I investigated, the more I could see that CLS professional organizations are developing a campaign to reverse the CLS shortage that is modeled after the nursing campaign. My concern is that I don't see many initiatives at the grassroots level. The professional organizations can't do it alone. They are primarily volunteer organizations with limited human and financial resources. If a national campaign is to be successful, each laboratory leader is going to have to mount a local campaign to support the profession and CLS education, the future of our profession.