Faculty Behaviors Influencing Intent to Pursue Graduate Education Among RN-BSN Students
Section snippets
Background
RN-to-BSN programs are offered in a variety of settings: traditional classroom, online, and hybrid. Typically, eligibility requirements include completion of an associate degree in nursing or diploma nursing program and passing the National Council Licensure Examination for Registered Nurses. Given the goal of preparing a well-educated nursing workforce capable of meeting the demands of today's health care environment, educators must examine strategies that are effective in helping students
Faculty Support
Students identify characteristics of faculty support as assisting with assignments, timely feedback, showing respect, helping to build study skills, effective communication, reducing anxiety, building confidence, and attending to their needs as important (Labrague et al., 2015, Lee et al., 2011, Ooms et al., 2013). Shelton's (2012) study results demonstrated that students with higher perceived faculty support were more likely to continue in the nursing program and be more successful
Study Design and Sample
A descriptive correlational design was used to explore the relationship between faculty-supportive and caring behaviors and their influence on RN-to-BSN students' decision to attend graduate education in nursing. The sample consisted of a total of 113 students currently enrolled in a large online program in the midwestern United States. The inclusion criteria for participation were current enrollment in a course in the RN-to-BSN program, within two courses of completing the program, and English
Results
The study was open to all RN-to-BSN students enrolled in the program during the 2-week data collection period. University officials estimated that the survey went out to approximately 9,000 students. However, it could not be determined how many of those students met the inclusion criteria to participate. A total of 125 students responded to the survey, and eligibility to enroll in the study was verified. Twelve incomplete surveys were excluded from data analysis resulting in a study sample of
Discussion
The results of this study are consistent with those that address faculty support and/or caring as it relates to retention, persistence, and intent to stay in nursing (Garbee, 2006, Shelton, 2003, Smith, 2013). The current study found that faculty behaviors, such as showing appreciation for the student's hard work and “commending them on a job-well done,” were very important. Students indicated that these behaviors suggested their readiness to pursue graduate education.
Large numbers of RNs are
Implications for Nursing
The nursing profession acknowledges that meeting the acute care and chronic care needs of an aging population will require a nursing workforce with baccalaureate degrees. However, the process of academic progression must continue beyond the BSN to attain and sustain the numbers of well-prepared nurses needed to provide safe, quality patient care. Nurse education administrators and faculty will continue to identify strategies that assist in promoting academic progression in nursing. Although a
Conclusion
RN-to-BSN programs are admitting record numbers of students returning to attain the BSN. Nurse education administrators and educators should develop strategies designed to target this population and assist in their effort to progress academically in nursing. They have already taken the first step in returning to school. The process must continue to reach the goal of having a qualified nursing workforce in the future. Nursing faculty should be aware that their behaviors play a significant role
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