Student upward mobility: utilization of an educational support model

Area of Science:

• Nursing Education
• Higher Education
• Workforce Development

Background:

• Licensed Practical Nurses (LPNs) in Southeastern Virginia faced barriers to advancing their education to the Bachelor of Science in Nursing (BSN) level.
• Traditional admissions criteria and educational pathways may not fully accommodate the needs of adult learners and experienced nurses.
• The Teagle Foundation provided funding to address these educational advancement challenges.

Purpose of the Study:

• To develop, implement, and evaluate an innovative Individualized Educational Support Model.
• To facilitate the progression of LPNs to the BSN degree.
• To address the specific needs of adult learners in nursing education.

Main Methods:

• The Teagle Initiative developed a comprehensive model program for LPNs.
• The model incorporated advanced placement options via various examinations (NLN Mobility, CLEP, ACT-PEP, challenge exams).
• Support services included faculty/peer tutoring, academic/financial counseling, socialization opportunities, and monthly stipends.

Main Results:

• The program offered alternative admissions criteria, accommodating LPNs who might not meet all standard Hampton University admissions requirements.
• The model provided a structured pathway for LPNs to attain BSN degrees.
• Support mechanisms were implemented to ease the transition and retention of adult nursing students.

Conclusions:

• The Individualized Educational Support Model successfully addressed barriers for LPNs seeking BSN degrees.
• The program demonstrated the feasibility of innovative educational support for nursing workforce advancement.
• This model provides a replicable framework for enhancing nursing education accessibility and completion rates.