Perceived practice readiness among accelerated BSN students in the initial LINE Scholars cohort

Amid a nursing shortage, a state-funded initiative, Linking Industry to Nursing Education (LINE) fund, was created to incentivize collaboration between nursing education programs and health care partners to combat the growing nursing shortage in Florida. The LINE Scholars Program was launched in collaboration between a university health system and a college of nursing to accelerate the entry of prelicensure nursing students into clinical practice by providing financial assistance. Full financial support-including tuition, fees, and instructional materials-was provided to selected Accelerated Bachelor of Science in Nursing (ABSN) students in exchange for a two year employment commitment. Scholars receive structured faculty mentorship, clinical shadowing, and targeted professional development activities designed to enhance future workplace readiness. The purpose of this study was to evaluate perceived practice readiness among students in the initial LINE Scholars cohort.

Participants from the initial LINE cohort completed anonymous Qualtrics surveys administered at four predetermined intervals throughout the ABSN program. The surveys assessed self-reported confidence in key areas of practice readiness, including problem solving, evidence-based decision making, and interprofessional communication, as well as readiness to achieve program milestones. Descriptive comparisons of group-level responses were conducted across survey administrations to examine trends in perceived practice readiness over time.

Students reported a high degree of perceived preparedness for program milestones at baseline, citing confidence derived from prior academic and professional experiences. Later surveys demonstrated the perception of rigorous nursing coursework and enriched clinical exposure as contributors to preparedness. Across survey time points, readiness scores mostly improved, reflecting progressive skill development and higher confidence levels during the program.

The LINE Scholar model may offer a scalable approach to workforce development: it aligns educational trajectories with an ongoing practice partnership and promotes early integration of nursing students into their future workplace, thereby potentially accelerating the supply of practice ready nurses. Further research is needed to determine whether improvements in perceived readiness translate into objective measures of clinical competence and workforce outcomes.

Not applicable.