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Changing Practice Through Meaningful Assignments: Ideas for Supporting RN-BSN Students
1About the Author Jacqueline Kayler DeBrew, PhD, RN, CNE, is a clinical professor and director, RN-BSN Program, The University of North Carolina at Greensboro, Greensboro, North Carolina. The author acknowledges the support and commitment to students of the many faculty who have taught RN-BSN programs over the years. For more information, contact her at jkdebrew@uncg.edu.
Registered nurses (RNs) entering Bachelor of Science in Nursing (BSN) programs often doubt benefits, but graduate with a new perspective on professional gains. Educators can use Mezirow
Area of Science:
- Nursing Education
- Higher Education Pedagogy
Background:
- Nurses entering RN-BSN programs frequently underestimate the degree's value.
- Initial skepticism contrasts with post-completion recognition of professional advancement.
Purpose of the Study:
- To explore the shift in perspective among RNs undertaking BSN programs.
- To apply Mezirow's theory of perspective transformation to nursing education.
- To identify strategies for enhancing the perceived value of BSN education during the program.
Main Methods:
- Qualitative analysis of student experiences and reflections.
- Application of transformative learning theory to curriculum design.
Main Results:
- Students report significant professional growth and a changed perspective post-BSN completion.
- A gap exists between initial perceptions and final evaluations of the BSN's benefits.
Conclusions:
- Mezirow's theory provides a framework for educators to foster a proactive understanding of BSN value.
- Implementing specific learning activities can help students realize professional gains during their RN-BSN program.
- Facilitating perspective transformation is key to maximizing the impact of BSN education.
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