Accentuating the “I’s” and Eliminating the “D’s”: Inducements and Discouragements for Students Transitioning from Associate Degree to Baccalaureate Degree Nursing Programs: A National Review

2.50
Hdl Handle:
http://hdl.handle.net/10755/605353
Category:
Full-text
Format:
Text-based Document
Type:
Report
Level of Evidence:
Other
Research Approach:
Pilot/Exploratory Study
Title:
Accentuating the “I’s” and Eliminating the “D’s”: Inducements and Discouragements for Students Transitioning from Associate Degree to Baccalaureate Degree Nursing Programs: A National Review
Author(s):
Gorton, Karen L.; LaSala, Kathleen B.
Lead Author STTI Affiliation:
Alpha Kappa-at-Large; Rho Pi
Author Details:
Karen L. Gorton, PhD, RN, MS, FNP, email: karen dot gortonucdenver dot edu; member of STTI, Alpha Kappa-at-Large Chapter; Kathleen B. LaSala, PhD, RN, PNP, CNE, email : LASALA at mailbox dot sc dot edu, member of STTI Rho Pi and Alpha Xi Chapters
Abstract:

To improve the health-care system, we must address the current shortage of highly qualified nurses; to address this shortage of highly qualified nurses, we must elevate more nurses to the baccalaureate level of education (IOM, 2011). Accomplishing these goals requires increased access—and seamless progression—to higher educational levels. The Carnegie Foundation report, Educating Nurses: A Call for Radical Transformation, recommends creating a nursing-education continuum between community colleges and baccalaureate programs that is “feasible, fair, and affordable for all nursing students” (Benner, Sutphen, Leonard, & Day, 2010). This study expanded on a small pilot study that evaluated barriers and enhancement factors for students transitioning from their associate degree in nursing to a baccalaureate degree program. Students were surveyed using an electronic research tool that offers easy access to all accredited RN-BS/BSN programs across the nation. This national study did provide sound, nationwide data from RN-BS/BSN students. By better understanding the barriers at all levels, nursing-education and nursing-practice leaders can begin to design programs, delivery models, advising systems, and other areas of support that help overcome obstacles to success. At the same time, identified enhancement factors can be highlighted and extended to those that need them the most. 

The authors also presented this topic as a poster presentation at the 2015 STTI Biennial Convention. To view that associated work in the Henderson Repository please click here.

Keywords:
RN to BS/BSN; Barriers; Encouragement; enhancement; National Study; Success
MeSH:
Education, Nursing, Baccalaureate
CINAHL Headings:
Education, Post-RN; Students, Post-RN; Motivation
Repository Posting Date:
14-Apr-2016
Date of Publication:
14-Apr-2016
Conference Date:
2015
Conference Name:
Sigma Theta Tau International Biennial Convention
Conference Host:
Sigman Theta Tau International
Conference Location:
Las Vegas, Nevada, USA
Sponsors:
Sigma Theta Tau International; Chamberlain College of Nursing Education
Description:
This study evaluated the actual barriers (hereafter called “discouragements,” or “D’s” for short) and enhancements (hereafter called “inducements,” or “I’s” for short) for students nationwide who are in academic transition from associate-degree to baccalaureate-degree status in nursing.
Note:
Karen Gorton and Kathleen LaSala are recipients of a STTI/Chamberlain College of Nursing Education Research Grant.; The Sigma Theta Tau International grant application that funded this research, in whole or in part, was completed by the applicant and peer-reviewed prior to the award of the STTI grant. No further peer-review has taken place upon the completion of the STTI grant final report and its appearance in this repository.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typeReporten
dc.evidence.levelOtheren
dc.research.approachPilot/Exploratory Studyen
dc.titleAccentuating the “I’s” and Eliminating the “D’s”: Inducements and Discouragements for Students Transitioning from Associate Degree to Baccalaureate Degree Nursing Programs: A National Reviewen_US
dc.contributor.authorGorton, Karen L.en
dc.contributor.authorLaSala, Kathleen B.en
dc.contributor.departmentAlpha Kappa-at-Largeen
dc.contributor.departmentRho Pien
dc.author.detailsKaren L. Gorton, PhD, RN, MS, FNP, email: karen dot gortonucdenver dot edu; member of STTI, Alpha Kappa-at-Large Chapter; Kathleen B. LaSala, PhD, RN, PNP, CNE, email : LASALA at mailbox dot sc dot edu, member of STTI Rho Pi and Alpha Xi Chaptersen
dc.identifier.urihttp://hdl.handle.net/10755/605353en
dc.description.abstract<p>To improve the health-care system, we must address the current shortage of highly qualified nurses; to address this shortage of highly qualified nurses, we must elevate more nurses to the baccalaureate level of education (IOM, 2011). Accomplishing these goals requires increased access—and seamless progression—to higher educational levels. The Carnegie Foundation report, <em>Educating Nurses: A Call for Radical Transformation,</em> recommends creating a nursing-education continuum between community colleges and baccalaureate programs that is “feasible, fair, and affordable for all nursing students” (Benner, Sutphen, Leonard, & Day, 2010). This study expanded on a small pilot study that evaluated barriers and enhancement factors for students transitioning from their associate degree in nursing to a baccalaureate degree program. Students were surveyed using an electronic research tool that offers easy access to all accredited RN-BS/BSN programs across the nation. This national study did provide sound, nationwide data from RN-BS/BSN students. By better understanding the barriers at all levels, nursing-education and nursing-practice leaders can begin to design programs, delivery models, advising systems, and other areas of support that help overcome obstacles to success. At the same time, identified enhancement factors can be highlighted and extended to those that need them the most. <strong></strong></p> <p>The authors also presented this topic as a poster presentation at the 2015 STTI Biennial Convention. <a href="http://www.nursinglibrary.org/vhl/handle/10755/602502" target="_blank">To view that associated work in the Henderson Repository please click here.</a></p>en
dc.subjectRN to BS/BSNen
dc.subjectBarriersen
dc.subjectEncouragementen
dc.subjectenhancementen
dc.subjectNational Studyen
dc.subjectSuccessen
dc.subject.meshEducation, Nursing, Baccalaureateen
dc.subject.cinahlEducation, Post-RNen
dc.subject.cinahlStudents, Post-RNen
dc.subject.cinahlMotivationen
dc.date.available2016-04-14T18:42:11Zen
dc.date.issued2016-04-14en
dc.date.accessioned2016-04-14T18:42:11Zen
dc.conference.date2015en
dc.conference.nameSigma Theta Tau International Biennial Conventionen
dc.conference.hostSigman Theta Tau Internationalen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description.sponsorshipSigma Theta Tau Internationalen
dc.description.sponsorshipChamberlain College of Nursing Educationen
dc.descriptionThis study evaluated the actual barriers (hereafter called “discouragements,” or “D’s” for short) and enhancements (hereafter called “inducements,” or “I’s” for short) for students nationwide who are in academic transition from associate-degree to baccalaureate-degree status in nursing.en
dc.description.noteKaren Gorton and Kathleen LaSala are recipients of a STTI/Chamberlain College of Nursing Education Research Grant.en
dc.description.noteThe Sigma Theta Tau International grant application that funded this research, in whole or in part, was completed by the applicant and peer-reviewed prior to the award of the STTI grant. No further peer-review has taken place upon the completion of the STTI grant final report and its appearance in this repository.en
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