Related Experiment Video
Updated: Aug 15, 2025
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
Facilitators and Inhibitors of LPN-to-RN Student Transition: A Cross-Sectional National Survey
Amanda E Cornine1, Sybil L Crawford, Susan Sullivan-Bolyai
1About the Authors Amanda E. Cornine, PhD, RN, CNE, is an assistant professor, Lillian R. Goodman Department of Nursing, Worcester State University, Worcester, Massachusetts. Sybil L. Crawford, PhD, is a professor, Tan Chingfen Graduate School of Nursing at the University of Massachusetts Chan Medical School. Susan Sullivan-Bolyai, DNSc, CNS, RN, FAAN, is a professor and associate dean of research and innovation, Tan Chingfen Graduate School of Nursing at the University of Massachusetts Chan Medical School. Dr. Cornine gratefully acknowledges Dr. Carol Bova for her invaluable feedback and advice and Dr. Rita Amoah for her generous assistance in data analysis. This research was conducted as part of a doctoral program of research at Tan Chingfen Graduate School of Nursing at the University of Massachusetts Chan Medical School. Findings are also reported in the final dissertation, which was approved by the dissertation committee and is on file in the university's eScholarship Repository. For more information, contact Dr. Cornine at amanda.cornine@gmail.com.
Aim:
The aim of the study was to describe the transition conditions (facilitators and inhibitors) encountered by licensed practical nurses in registered nurse educational programs (LPN-to-RN students).
Background:
LPN-to-RN students are important because they may increase diversity and numbers of RNs. However, no prior study has examined transition experiences of LPN-to-RN students across the United States.
Method:
A cross-sectional survey of LPN-to-RN students was conducted using Meleis et al.'s transition theory.
Results:
Students (n = 873) from 131 nursing programs responded. The most common facilitators were personal motivation and believing the content taught was valuable; the most common inhibitors were juggling multiple responsibilities and personal stress levels. Several significant relationships between transition conditions and program/student characteristics were identified.
Conclusion:
Faculty in LPN-to-RN programs can increase support for students by refining their own actions and addressing potential challenges when LPN and non-LPN nursing students share classes.
More Related Videos
05:04Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training
Published on: August 9, 2024
10:17Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
Published on: November 15, 2024
Related Concept Videos
01:21Interdisciplinary Care: The Health Care Team-I
Physicians
The physician's primary responsibility is to diagnose illness and direct the medical or surgical treatment of the condition. The authority to admit patients to a healthcare agency or institution and practice care within that setting is granted to physicians by the healthcare agency or institution...
01:30National Nursing Organizations II
The AACN emphasizes a healthy work environment through six standards to achieve an optimal patient outcome. The standards are appropriate staffing, meaningful recognition, collaboration, authentic leadership, effective communication, and decision-making. In addition, AACN provides certification programs, webinars, journals, and...
01:28Current Trends in Nursing I
02:16Surveys
02:20Longitudinal Research
01:15Nursing Implementation
The five steps to implementing effective nursing care include reassessing the patient, reviewing and revising the existing nursing care plan, organizing the resources and care delivery, anticipating and preventing complications, and implementing nursing interventions.