A formalized mentoring program for LPN-to-RN students

Nursing programs across the United States are faced with the challenge to admit greater numbers of students and improve retention and progression rates of enrolled students. Associate degree nursing (ADN) programs produce the largest percentage of registered nurse (RN) graduates in comparison with other basic RN programs (National League for Nursing, 2006). Many states and academic institutions have begun to realize that the large pool of licensed practical nurses (LPNs) is a viable source of quality ADN students. LPN students in LPN-to-RN completion programs can often complete degrees and be eligible to take state board RN examinations in half the time of a traditional ADN student. Faculty at Ohio University-Chillicothe (OU-C) examined strategies to enhance the LPN-to-RN transition program on the campus and to promote retention and progression of this unique population of nursing students in the ADN program. The faculty researchers developed the Nursing Success program after a review of the literature and with support from an internal grant from the OU-C Faculty Summer Research Fund. This article describes this formalized, faculty-driven student mentoring program designed for LPN-to-RN students at OU-C and the outcomes of the initial implementation.     

Increasing RN-BSN enrollments: facilitating articulation through curriculum reform

Increasing enrollments in nursing programs is one method to deal with the shortage of nurses. However, the majority of these new graduates will be educated at the associate degree in nursing (ADN) level. The need to increase the number of nurses educated at the baccalaureate (BSN) level is significant. Research has shown that patient outcomes can be attributed to higher levels of nursing education. A viable way to increase the volume of BSN graduates is to promote statewide and mandated articulation agreements and create an environment where academic progression is facilitated. The initial step in the process of implementing articulation agreements is to bring together nursing educators at the BSN and ADN level to assess prerequisites, transfer credits, and evaluate overall curriculum. This article reviews the current trends in registered nurse-BSN curriculum at 13 public 4-year universities in California and discusses the potential opportunities to reform curriculum and facilitate articulation.     

Contributing factors to withdrawal decisions of military and nonmilitary nursing students

Retaining nursing students in courses is key to increasing the number of new nurses. This study examined factors associated with nursing course or program withdrawal among students with and without prior military experience. The purpose of this study was to uncover differences between groups of students who withdrew compared to those who did not. A cross-sectional study using an online questionnaire surveyed current or recent nursing students (n = 420) using the Educational Requirement Subscale and the Student Withdrawal Questionnaire from Jeffreys’ toolkit. Uncovering differences between groups of students who did and did not withdraw from nursing courses or programs shows opportunities for nurse educators to improve strategies for student retention. Students with and without prior military experience reported statistically similar confidence levels, withdrawal rates, and reasons for withdrawal. There was a positive relationship between higher confidence levels and rates of withdrawal. Factors with the strongest influence for withdrawal were academic difficulties (mean = 2.56), family responsibilities (mean = 2.59) and family crisis (mean = 2.62). First generation students reported the greatest level of course withdrawals. Participation in nursing clubs and faculty advisement and helpfulness were most helpful to participants who reported past withdrawal. Data from this study can guide nurse educators to create greater program support and opportunity for peer support for students experiencing factors associated with course withdrawal.     

Effects of an intervention plan on nursing student success

Student attrition from nursing programs due to academic failure negatively affects students, nursing programs, and the health care industry. The purpose of this retrospective study was to determine the success of an intervention plan for practical nursing (PN) and associate degree nursing (ADN) students who were at risk for failure in coursework compared with outcomes from years without the plan. Records of 384 students were accessed. A 6% decrease in involuntary withdrawal due to academic failure with the intervention plans was noted. Sixty-four percent of the PN students and 86% of the ADN students with a plan completed the program. Ninety-six percent of the PN students and 84% of ADN students in intervention plans were successful on the NCLEX(?) on the first attempt. A statistically significant difference (p < 0.001) between traditional and nontraditional students in program completion existed prior to the intervention, which was eliminated with implementation of the intervention plans.     

Perceptions, orientation, and transition into nursing practice of accelerated second-degree nursing program graduates

This study discusses factors that influence newly graduated accelerated second-degree nursing students to remain at the bedside. It also identifies areas for improvement within the program curriculum to better prepare these unique nursing graduates for the transition into nursing practice. Twenty-nine graduate second-degree nursing students were surveyed 3 months after graduation from an accelerated second-degree nursing program. Key findings indicated that preceptorship within nursing courses and orientation programs was the most significant factor in preparing the graduates for the transition from student nurse to registered nurse. Also important to the successful transition into practice was the acceptance and support of the nursing staff on the clinical unit. The participants overwhelmingly cited preceptorships, at both the student nurse and recent graduate levels, as critical to preparing them for the transition from student nurse to registered nurse.     

Academic success of nursing students: Does motivation matter?

Schools of nursing around the world, including associate degree nursing (ADN) programs, continue to be challenged by retention and recruitment issues. Many efforts have been made to address the variety of complex issues that nurse educators face to increase student retention and recruitment in nursing programs. Fortunately, enrollment in many of the nursing programs is on the rise, as the economic challenges in the United States continue to be unwavering. According to the National League for Nursing Annual Nursing Data Review, ADN programs “account for majority of growth in admission and enrollment” (2009). However, with an increase in enrollment comes an increase for the potential of choosing a career in nursing not only for the desire to help others but also for the sake of having a career with job “security.” The motivating forces for choosing a career in nursing, the changing demographics of nursing students, and the students' motivation to learn can all provide challenges for nurse educators. The one challenge that educators will face with an increase in enrollment is how to increase retention among a very diverse student population. One avenue to consider is the students' motivation for learning and how that could impact his or her retention. A review of the literature suggests that locus of control (internal versus external motivation) can be one predicator of success in higher education (L. Perrot, L. Deloney, J. Hastings, S. Savell, & M. Savidge, 2001). Furthermore, motivation has been positively related to learning outcomes, and positive learning outcomes have been correlated with increased retention in higher education.     

Summer program for pre-matriculating nursing students

The National League for Nursing reported in 1984 that while Black nursing students represent 15.89% of admissions to baccalaureate programs in the southern region of the United States, they represent only 8.17% of the graduating nursing students. The average percentage of enrolled Black nursing students at the Medical College of Georgia School of Nursing for 1981-85 was only 7.68%. In view of the need for minority nursing students, it is necessary to increase the number of minorities enrolled and to improve retention rates of these students. A Nursing Student Educational Enrichment Program (S.E.E.P.), a summer pre-matriculating curriculum, was developed for minority nursing students which utilized a variety of campus-wide services and was based in the School of Nursing. The S.E.E.P. nursing students attended classes with all campus S.E.E.P. students who were enrolled in other health profession classes, and also completed two courses specific for nursing students: Decision-Making and Therapeutic Communication. This article examines the development and implementation of the nursing courses, with a focus on the curriculum design, program evaluation, and program specifics.     

Recruitment and retention of associate degree nursing faculty

Associate degree nursing (ADN) programs are influenced by many of the same factors affecting the recruitment and retention of nursing faculty in baccalaureate and graduate degree nursing programs. This article examines these factors along with strategies that have the potential to affect recruitment and retention. Factors affecting recruitment include the unique nature of the ADN educator role and salary. Factors affecting retention are salary, workload, and work hours. Beginning recruitment with students, while they are still enrolled in the program, and mentoring part-time clinical faculty are possible ways to recruit full-time faculty. Numerous initiatives designed to supplement the recruitment and retention efforts of individual nursing programs, developed by the National League for Nursing, are identified. Solutions to this shortage must be identified so there are adequate numbers of full-time faculty to achieve the goal of high-quality graduates who are committed to patient safety.     

Curriculum Analysis of Home Health Content in Associate Degree and Baccalaureate Degree Nursing Education

A statewide study was done with five associate degree (ADN) and five baccalaureate degree (BSN) nursing programs in Georgia to examine the similarities and differences in curriculum based on a nationally used model. From this overall study, select content related to community/home health care was evaluated in the sample programs. Professional standards for community and home health care nursing practice, as well as other published literature on the topic, provided a basis to determine competence to practice. Data were collected through a taped telephone interview to all program chairpersons (N = 10) and mailed questionnaires to faculty involved with all required courses (N = 110). Content analyses of responses allowed for evaluation of frequency of these learning activities between ADN and BSN programs and among BSN programs in the areas of family, teaching, interdisciplinary collaboration, physical assessment, and leadership. Overall, the results indicated lack of conclusive data to support a distinct difference in these educational components between the ADN and BSN sample or among BSN programs. The study was intended to service as a basis for home health care curriculum development in the future.     

Social integration of the advanced placement LPN: a peer mentoring program

The shortage of registered nurses (RN) had made licensed practical nurse (LPN) to RN educational programs common. These programs give credit for previous learning and advance place the LPN in the nursing curriculum. Faculty have developed courses to ensure that the LPN is academically prepared to enter the nursing program. However, is the LPN socially prepared to enter into a cohesive group of traditional students? The authors discuss a peer mentoring program designed to ease the social integration of the LPNs, resulting in their perception that they are an equal and valued member of the class.     

Faculty collaboration in transitioning to NGN test item writing

This article describes the process faculty used to implement National Council of State Boards of Nursing (NCSBN) Next Generation NCLEX-RN (NGN) test item writing at an urban southeast U.S. ADN program. Attendance at several NGN workshops included learning the clinical reasoning and test question composition process and incorporating NGN test items for use in the formative evaluation process which determines student proficiency in content in the ADN program. These methods integrated by faculty should help the nursing student attain the knowledge, skills, abilities, and reflection to improve critical thinking and ensure competent clinical judgment at the entry level in their careers as registered nurses. Additionally, incorporating NGN using the Clinical Judgment Measurement Model (CJMM) will preclude the potential failure by new graduates to recognize patient complications coupled with the inability to act to rescue patients. The goal for nursing programs implementing NGN is for new graduates delivering competent nursing care, intervening early, and reducing the incidence of patient harm.     

Direct articulation of AD nursing students into an RN-to-BSN completion program: a research study.

A study was undertaken to investigate the educational validity of direct articulation for AD students into an upper division RN-completion program through transfer of nursing credit. The results suggested that there is a common core of content in both associate- and baccalaureate-level nursing curricula, and that transferring associate degree nursing (ADN) credit into an RN-to-BSN upper division program is defensible. Statistical analysis revealed no significant difference between ADN seniors graduating from National League for Nursing (NLN)-accredited programs and candidates for university admission in composite scores on the ACT-PEP validation battery if the student achieved a final GPA of 2.75 or above. Based on these results, the faculty has recommended the adoption of a general policy of direct articulation for students from state-approved, NLN-accredited ADN programs into the RN-to-BSN program at La Salle University.     

Study of Gerontological Nursing Curriculum

The purpose of this study was: (i) to survey the present status of the gerontological nursing course in 3‐year diploma programs, baccalaureate degree programs (BSN), and graduate programs in Korea; and (ii) to analyze the contents of the syllabus, credits, clinical practise, and gerontological nursing textbooks used within these programs, so as to provide basic data for developing a standard model for a gerontological nursing curriculum. Primary data were collected from all the nursing programs in Korea, from November 2000 to February 2001, by way of mail and fax. Data on the detailed contents of the gerontological nursing curriculum were collected from those programs that had a gerontological nursing course. The results of the study revealed that 36 diploma programs (58%), 40 BSN (80%), and 17 graduate programs (63%) offered gerontological nursing courses. The credits of the gerontological nursing course offered, by program, were found to be: one credit (10 diploma programs, eight BSN programs), two credits (22 diploma programs, 29 BSN programs) and three credits (one BSN program). The gerontological nursing courses were found to be taught mostly by adult health nursing professors. The contents of gerontological nursing curricula were analyzed by comparison with the core curriculum of NGNA. The majority of the nursing schools were found to include the following: gerontological nursing in general; theory of aging; aging processes; care plan options; and common health problems. Legal/ethical issues; evaluation; regulatory and reimbursement issues; education issues; nursing research in gerontology; and environment issues of older adults were not covered in most of the programs. Differences were noted between ADN, BSN, and graduate school curricula. However, similar curriculum contents were found among the undergraduate programs, suggesting that these curricula used gerontological nursing textbooks as references.     

专科护士培养状况及其对专业学位硕士培养的启示

目的了解学员对专科护理课程的评价及其学习困难度,为制订专业学位硕士培养方案提供依据。方法采用便利抽样法,利用专科护理课程调查表,对参加专科护士培训的80名学员进行调查。结果全部学员认为设置专科护理理论课程是必要的,课程内容能体现专科特色,学员普遍对课程设置、课堂教学、临床教学及课程管理表示满意。课程难易度适中,有专科临床经验的学员学习困难相对较小。结论专科护理课程的设置及教学成效总体是满意的。建议护理硕士专业学位课程中应设置相应的专科护理课程,保证充足的学时数、足够的临床专科训练时间,并在学习专科护理课程前到相应临床专科轮科,采取学院导师与医院副导师(专科护士)集体指导的方式培养护理硕士专业学位研究生。     

Student Success Factors in a Nurse Practitioner Program

Student exit surveys are a unique means of extracting data for program evaluation. An exploratory study of 5 years of data (n = 440) from a 115-question Master of Science in Nursing student online exit survey examined whether race, sex, age, and prior work experience as a registered nurse predicted academic success. Findings indicated a statistically positive relationship between self-reported outcomes and prior registered nurse work experience. There were significant findings related to the effect of race and years of nursing experience on students’ self-reported learning outcomes. Ongoing evaluation can bring successful course redesign and curriculum transformation to students.     

Nursing students' perception of class size and its impact on test performance: a pilot study

The combination of increasing student enrollment in baccalaureate nursing programs and the faculty shortage has contributed to larger class sizes that may affect both student satisfaction and learning. The purpose of this study was to identify baccalaureate nursing students' satisfaction with enrollment in small and large nursing courses. The authors also sought to determine whether a significant difference existed between test scores of students enrolled in small and large nursing courses. A survey was completed by 110 students, and test scores were compared between students in a small and a large nursing class using analysis of variance. The findings indicated that perceived satisfaction of students was significantly higher for those enrolled in the small nursing course versus the large course; however, no significant difference was found between test scores. To improve student satisfaction that can positively affect student retention, further research is needed on class size in the nursing discipline.     

Relationship between retention and peer tutoring for at-risk students

Although state governing bodies and community agencies have requested increased enrollment in nursing programs, this would be futile without curtailment of the student attrition rate. This article describes the use of a peer-tutoring program to increase retention of students at risk of failing a medical-surgical nursing course.     

Who’s uncivil to who? Perceptions of incivility in pre-licensure nursing programs

The purpose of this study was to determine if there were differences in the perceptions of uncivil behaviors among nursing students and faculty according to pre-licensure nursing program types, and if there were any relationships in reported uncivil behaviors to the variables of age, gender, ethnic/racial background, and parental level of education. The sample was a convenience sample of 159 pre-licensure senior nursing students and 14 nursing faculty from four schools of nursing in the northeastern United States: two Bachelor of Science in Nursing (BSN) programs, one Associate Degree in Nursing (ADN) program, and one hospital-based diploma nursing program. The nursing students and nursing faculty were administered a mixed method, validated survey instrument, the Incivility in Nursing Education (INE) Survey (Clark et al., 2009). The results of the survey identified similarities and differences between the BSN, ADN, and diploma nursing programs for both the perceptions and experiences of uncivil behaviors, however no significant differences were found between the demographic variables and the occurrence of uncivil behaviors.