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Describing the RN-BSN learner perspective: concerns, priorities, and practice influences
1La Salle University, School of Nursing, 1900 W. Olney Ave, Philadelphia, PA 19141, USA. zuzelo@lasalle.edu
This focus group study describes the concerns and priorities of women who are Registered Nurse Students (RNs) students (N = 35) enrolled in RN-Bachelor of Science in Nursing (BSN) programs located within a large metropolitan region. The study also explores the influences of BSN education on the nursing practice patterns of the RN students from the participants' viewpoints. Five focus groups were conducted. Findings revealed that accurate academic advisement, curriculum flexibility, and computer technology are important to RN-BSN students. RNs were concerned about the demands of the changing health care environment, meeting multiple and competing role demands, and meeting the financial demands of school. Although the participants did not believe that BSN education had affected their direct care of patients, they identified changes in indirect care practices. This study suggests that nursing school deans, administrators, and faculties should offer opportunities for RNs to develop skills in assertiveness, problem solving, and communication. Additionally, study findings suggest that RNs need the opportunity to reflect on various strategies for incorporating their new knowledge into their established practice.
This focus group study describes the concerns and priorities of women who are Registered Nurse Students (RNs) students (N = 35) enrolled in RN-Bachelor of Science in Nursing (BSN) programs located within a large metropolitan region. The study also explores the influences of BSN education on the nursing practice patterns of the RN students from the participants' viewpoints. Five focus groups were conducted. Findings revealed that accurate academic advisement, curriculum flexibility, and computer technology are important to RN-BSN students. RNs were concerned about the demands of the changing health care environment, meeting multiple and competing role demands, and meeting the financial demands of school. Although the participants did not believe that BSN education had affected their direct care of patients, they identified changes in indirect care practices. This study suggests that nursing school deans, administrators, and faculties should offer opportunities for RNs to develop skills in assertiveness, problem solving, and communication. Additionally, study findings suggest that RNs need the opportunity to reflect on various strategies for incorporating their new knowledge into their established practice.