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National Nursing Organizations II

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Nursing organizations play a vital role in representing nurses working in specialized clinical settings, such as the American Association of Critical-Care Nurses (AACN).
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Updated: Apr 18, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Nursing education progression: associate degree nursing faculty perspective.

Dale O'Neal¹, Meg Zomorodi, Jennie Wagner

¹Author Affiliations: Associate Professor (Ms O'Neal), Department of Nursing Education, Wake Technical Community College, Raleigh; and Clinical Associate Professor (Dr Zomorodi) and Clinical Assistant Professor (Dr Wagner), School of Nursing, University of North Carolina at Chapel Hill.

|January 13, 2015

Summary

Associate degree nursing faculty feel responsible for guiding students toward further education. However, advising practices are impacted by limited program knowledge and time constraints.

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Last Updated: Apr 18, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Area of Science:

Nursing Education
Academic Advising

Background:

Associate Degree in Nursing (ADN) programs are crucial entry points to the nursing profession.
Effective student advising is essential for successful progression in nursing education.

Purpose of the Study:

To investigate the attitudes, influences, and advising practices of ADN faculty regarding student progression in nursing education.
To identify factors affecting ADN faculty's ability to advise students on continuing their education.

Main Methods:

Survey methodology employed to gather data from associate degree nursing faculty.
Exploration of faculty perceptions, motivations, and challenges in student advising.

Main Results:

ADN faculty perceive a strong personal and moral obligation to encourage students' further education.
Advising practices are constrained by insufficient knowledge of program details and competing faculty demands.

Conclusions:

ADN faculty are motivated to support student advancement but face systemic barriers.
Enhancing faculty knowledge and addressing time limitations are key to improving nursing education advising.