Professional Transformation of Registered Nurses in Complexity-Informed RN-to-BSN Degree Completion Programs

2.50
Hdl Handle:
http://hdl.handle.net/10755/159952
Type:
Presentation
Title:
Professional Transformation of Registered Nurses in Complexity-Informed RN-to-BSN Degree Completion Programs
Abstract:
Professional Transformation of Registered Nurses in Complexity-Informed RN-to-BSN Degree Completion Programs
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2010
Author:Stuever, Nancy, Ed.D.(c), MNEd.
P.I. Institution Name:University of Phoenix
Contact Address:N79 W13114 Country Club Drive, Menomonee Falls, WI, 53051, USA
Contact Telephone:262-250-3852
Students enrolled in BSN degree completion programs bring professional maturity, clinical expertise, and practitioner experience to their educational programs, and are searching for different ways to understand and deal with the complexity of nursing practice and complex health care systems. A theoretical framework of complexity science used in degree completion programs can facilitate awareness of broader perspectives and a greater understanding of health care system concerns, including patient safety and care quality. This phenomenological research study explored how RNs experience professional transformation in degree completion education programs informed by complexity science. Eleven in-depth interviews were conducted using open-ended questions and semi-structured dialogue. Six thematic structures emerged from the interview data: professional self, professional relationships, professional leadership, professional transformation, professional role, and broadened professional horizons. Program elements perceived to facilitate professional transformation in students were identified from the interviews, and experiences and attitudes related to professional transformation were evident in the data. Among the findings was an indication that professional nurses who understand complexity and its relevance to health care systems and the care of patients are open to new or different approaches to patient care in order to facilitate positive outcomes. RN-to-BSN degree completion programs can foster the acquisition of new skills and changes in nurses' attitudes, perceptions, and behaviors when conceptual frameworks are used which emphasize connections and relationships, exploration and navigation, sensemaking and shared decision making, and collaboration and interdisciplinarity. Additional research in undergraduate degree completion nursing education is recommended to explore linkages between complexity science frameworks and professional leadership, patient safety concerns, and/or care quality outcomes.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleProfessional Transformation of Registered Nurses in Complexity-Informed RN-to-BSN Degree Completion Programsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/159952-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Professional Transformation of Registered Nurses in Complexity-Informed RN-to-BSN Degree Completion Programs</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2010</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Stuever, Nancy, Ed.D.(c), MNEd.</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Phoenix</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">N79 W13114 Country Club Drive, Menomonee Falls, WI, 53051, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">262-250-3852</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">nlstueve@email.phoenix.edu</td></tr><tr><td colspan="2" class="item-abstract">Students enrolled in BSN degree completion programs bring professional maturity, clinical expertise, and practitioner experience to their educational programs, and are searching for different ways to understand and deal with the complexity of nursing practice and complex health care systems. A theoretical framework of complexity science used in degree completion programs can facilitate awareness of broader perspectives and a greater understanding of health care system concerns, including patient safety and care quality. This phenomenological research study explored how RNs experience professional transformation in degree completion education programs informed by complexity science. Eleven in-depth interviews were conducted using open-ended questions and semi-structured dialogue. Six thematic structures emerged from the interview data: professional self, professional relationships, professional leadership, professional transformation, professional role, and broadened professional horizons. Program elements perceived to facilitate professional transformation in students were identified from the interviews, and experiences and attitudes related to professional transformation were evident in the data. Among the findings was an indication that professional nurses who understand complexity and its relevance to health care systems and the care of patients are open to new or different approaches to patient care in order to facilitate positive outcomes. RN-to-BSN degree completion programs can foster the acquisition of new skills and changes in nurses' attitudes, perceptions, and behaviors when conceptual frameworks are used which emphasize connections and relationships, exploration and navigation, sensemaking and shared decision making, and collaboration and interdisciplinarity. Additional research in undergraduate degree completion nursing education is recommended to explore linkages between complexity science frameworks and professional leadership, patient safety concerns, and/or care quality outcomes.</td></tr></table>en_GB
dc.date.available2011-10-26T22:29:16Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T22:29:16Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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