Learner support experienced by RNs in a collaborative distance RN-to-BSN program

Area of Science:

• Nursing Education
• Distance Learning
• Higher Education

Background:

• The increasing demand for Bachelor of Science in Nursing (BSN) degrees necessitates flexible educational models.
• Distance learning programs offer accessibility but require robust support systems for student success.
• Understanding the support needs of Registered Nurses (RNs) pursuing a Bachelor of Science in Nursing (BSN) through distance learning is crucial for program development.

Purpose of the Study:

• To identify the types of support experienced by RNs enrolled in a new university-based, collaborative distance learning program.
• To explore both institutional and non-institutional factors contributing to student support.

Main Methods:

• Conducted taped, semi-structured telephone interviews with sixteen RN-to-BSN students.
• Interviews were held at the beginning and end of the students' first course in the program.
• Qualitative analysis of interview data to identify themes of support.

Main Results:

• Institutional support themes included: orientation programs, technical assistance, mentorship, access to library resources, and timely instructor feedback.
• Non-institutional support themes comprised: encouragement from family and friends, peer support, workplace assistance, and self-motivation.
• Students identified a combination of institutional and personal support as vital for their learning experience.

Conclusions:

• Effective distance learning programs for RN-to-BSN students require a multifaceted support strategy.
• Integrating institutional resources with recognition of personal support networks enhances student retention and success.
• Future program development should consider these identified support elements to optimize the RN-to-BSN distance learning experience.