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Seamless Academic Progression in Nursing Education: A Qualitative Descriptive Study
1About the Author Candice D. Overholser, EdD, RN, is a visiting assistant professor at Brooks College of Health School of Nursing, University of North Florida, Jacksonville, Florida. This article is a component of her doctoral dissertation at the Tanner Health System School of Nursing, University of West Georgia. The author is the recipient of the National League for Nursing/Southern Nursing Research Society Doctoral Research Award in 2020. She acknowledges with thanks her dissertation chair, Dr. Laura Caramanica, and committee members Drs. Susan Welch and Connie Barbour. For more information, contact her at c.overholser@unf.edu .
Aim:
The aim of this study was to investigate programs throughout the United States for seamless academic progression from associate degree nursing (ADN) to baccalaureate degree nursing programs (BSN).
Background:
Seamless academic progression has been shown to have a positive effect on increasing the proportion of BSN nurses. Goals to increase the number of BSN-prepared nurses have not been met.
Method:
A qualitative descriptive study was conducted to assess how nurse administrators of ADN programs move toward seamless academic progression for students.
Results:
Three themes that described the current state of seamless progression emerged from the data: a) ongoing communication between program leaders, students, and stakeholders; b) development of pathways that enable seamless academic progression; and c) stakeholder influence on academic progression.
Conclusion:
Administrators who participated in this study shared that their progression programs were in the early developmental stages.
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