Enhancing RN to BSN Students' Professionalism Through Perspective Transformation

2.50
Hdl Handle:
http://hdl.handle.net/10755/155345
Type:
Presentation
Title:
Enhancing RN to BSN Students' Professionalism Through Perspective Transformation
Abstract:
Enhancing RN to BSN Students' Professionalism Through Perspective Transformation
Conference Sponsor:Sigma Theta Tau International
Conference Year:2006
Author:Morris, Arlene H., RN, MSN
P.I. Institution Name:Auburn University Montgomery
Title:Assistant Professor
Co-Authors:Debbie R. Faulk, PhD, RN
As greater numbers of registered nurses (RNs) with associate or diploma degrees return to school to obtain a bachelors of science in nursing, the issue of socialization/ resocialization of these RNs revolves around development and growth of professional values and roles.  The typical returning RN student enters a baccalaureate educational program with foundational knowledge and work experience that enables an awareness of needs of the nursing profession.  The challenge for nursing educators is how to transform previous learning into a heightened awareness of new ways of empowerment in the role of the baccalaureate-prepared professional nurse.  The purpose of this presentation is to share research examining whether there are resultant behavioral changes in professionalism for returning adult RN to BSN students, and to identify teaching-learning activities that stimulate transformative learning. Mezirow?s (1981) Adult Learning Theory served as a theoretical guide for the qualitative, descriptive study. A convenience sample of students enrolled in a RN to BSN completion program during two academic years was surveyed using the core standards from the American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Nursing Education (1998). Participants identified twenty six separate learning activities that created cognitive dissonance (conflict of values). Evidence of effectiveness of teaching strategies was reflected by changes in professional behavior three months post-graduation. These changes included increased collaboration with the healthcare team, increased patient advocacy, and increased confidence in the role as teacher of patients and families. Planned learning activities can serve as a blueprint for achieving the desired essential outcomes for baccalaureate practice and may be adapted to promote achievement of individual institution outcome objectives. Findings from this study have a primary implication for nurse educators. Specifically, learning activities that stimulate transformation in students? perspectives may allow for planning and use of similar strategies in other RN to BSN curricula.
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.titleEnhancing RN to BSN Students' Professionalism Through Perspective Transformationen_GB
dc.identifier.urihttp://hdl.handle.net/10755/155345-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Enhancing RN to BSN Students' Professionalism Through Perspective Transformation</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">2006</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Morris, Arlene H., RN, MSN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Auburn University Montgomery</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">amorris@mail.aum.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Debbie R. Faulk, PhD, RN</td></tr><tr><td colspan="2" class="item-abstract">As greater numbers of registered nurses (RNs) with associate or diploma degrees return to school to obtain a bachelors of science in nursing, the issue of socialization/ resocialization of these RNs revolves around development and growth of professional values and roles.&nbsp; The typical returning RN student enters a baccalaureate educational program with foundational knowledge and work experience that enables an awareness of needs of the nursing profession.&nbsp; The challenge for nursing educators is how to transform previous learning into a heightened awareness of new ways of empowerment in the role of the baccalaureate-prepared professional nurse.&nbsp; The purpose of this presentation is to share research examining whether there are resultant behavioral changes in professionalism for returning adult RN to BSN students, and to identify teaching-learning activities that stimulate transformative learning. Mezirow?s (1981) Adult Learning Theory served as a theoretical guide for the qualitative, descriptive study. A convenience sample of students enrolled in a RN to BSN completion program during two academic years was surveyed using the core standards from the American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Nursing Education (1998). Participants identified twenty six separate learning activities that created cognitive dissonance (conflict of values). Evidence of effectiveness of teaching strategies was reflected by changes in professional behavior three months post-graduation. These changes included increased collaboration with the healthcare team, increased patient advocacy, and increased confidence in the role as teacher of patients and families. Planned learning activities can serve as a blueprint for achieving the desired essential outcomes for baccalaureate practice and may be adapted to promote achievement of individual institution outcome objectives. Findings from this study have a primary implication for nurse educators. Specifically, learning activities that stimulate transformation in students? perspectives may allow for planning and use of similar strategies in other RN to BSN curricula.</td></tr></table>en_GB
dc.date.available2011-10-26T13:45:29Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T13:45:29Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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