2.50
Hdl Handle:
http://hdl.handle.net/10755/153091
Type:
Presentation
Title:
RNs in the Classroom: Supporting Each Other for Success
Abstract:
RNs in the Classroom: Supporting Each Other for Success
Conference Sponsor:Sigma Theta Tau International
Conference Year:2009
Author:Davidson, Susan C., EdD, RN
P.I. Institution Name:University of TN at Chattanooga
Title:Associate Professor
Co-Authors:Katherine S. Lindgren, PhD, RN; Richard Metzger, PhD
[Research Presentation] Purpose: As more registered nurses return to school to obtain the BSN, innovative ways must be found to support them in this endeavor. Some barriers for registered nurses going back to school are scheduling of coursework, the need to continue working, and fear of failure. One university school of nursing program with a traditional BSN program, took a long look at their RN-BSN tract with its low retention and graduation rates. After gathering input from nurses in the community, the school applied for and was awarded a three year HRSA grant to redesign the RN-BSN program. The hybrid curriculum is offered in a sequential format so that the RN's are admitted once a year, and must complete the courses as a group, in a cohort. The cohort offers social support as well as structure to RNs who may have been out of the educational setting for some time. Methods: Data collected from evaluations showed that strong program support, technology support, and social support from peers, encouraged the RNs to "stay the course" and complete the requirements to graduate. Mentoring was provided by RN-BSN program graduates that served as ?Critical Friends? for these RN students. Each student was assigned to one of these Critical Friends who provided mentoring, problem-solving, and peer support which was critical to enhancing program retention.  Results: To guide the development of the redesigned program into one that best meets the needs of working RNs and upholds the objectives of the program, students were surveyed upon admission, after each course module and upon program completion. The ATI critical thinking assessment was administered on admission and exit from the program and the results then compared to the outcomes of the generic BSN program. Conclusion: Preliminary data indicate the importance of the social support was significant in students success.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleRNs in the Classroom: Supporting Each Other for Successen_GB
dc.identifier.urihttp://hdl.handle.net/10755/153091-
dc.description.abstract<table><tr><td colspan="2" class="item-title">RNs in the Classroom: Supporting Each Other for Success</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Davidson, Susan C., EdD, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of TN at Chattanooga</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">Susan-Davidson@utc.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Katherine S. Lindgren, PhD, RN; Richard Metzger, PhD</td></tr><tr><td colspan="2" class="item-abstract">[Research Presentation] Purpose: As more registered nurses return to school to obtain the BSN, innovative ways must be found to support them in this endeavor. Some barriers for registered nurses going back to school are scheduling of coursework, the need to continue working, and fear of failure. One university school of nursing program with a traditional BSN program, took a long look at their RN-BSN tract with its low retention and graduation rates. After gathering input from nurses in the community, the school applied for and was awarded a three year HRSA grant to redesign the RN-BSN program. The hybrid curriculum is offered in a sequential format so that the RN's are admitted once a year, and must complete the courses as a group, in a cohort. The cohort offers social support as well as structure to RNs who may have been out of the educational setting for some time. Methods: Data collected from evaluations showed that strong program support, technology support, and social support from peers, encouraged the RNs to &quot;stay the course&quot; and complete the requirements to graduate. Mentoring was provided by RN-BSN program graduates that served as ?Critical Friends? for these RN students. Each student was assigned to one of these Critical Friends who provided mentoring, problem-solving, and peer support which was critical to enhancing program retention.&nbsp; Results: To guide the development of the redesigned program into one that best meets the needs of working RNs and upholds the objectives of the program, students were surveyed upon admission, after each course module and upon program completion. The ATI critical thinking assessment was administered on admission and exit from the program and the results then compared to the outcomes of the generic BSN program. Conclusion: Preliminary data indicate the importance of the social support was significant in students success.</td></tr></table>en_GB
dc.date.available2011-10-26T12:02:13Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T12:02:13Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.