Student perceptions of academic advising in an RN-to-BSN program

This study evaluated academic advisement from the perspectives of RN-to-BSN students in relation to the advisement elements of function, style, and outcome.

Using multistage sampling, data were collected from 323 students enrolled in either a beginning, mid-way, or final course in the RN-to-BSN curriculum.

All aspects of advisor style were perceived to have been employed and important. None of the outcomes were perceived to have been achieved nor important. There was a significant difference (p < 0.05) between students from ADN and Diploma educational backgrounds in relation to their perceptions of the importance of advisement functions and outcomes. Students rated their perceptions in accordance with andragogical learning principles that stressed the importance of individuality. The researcher developed Academic Advisement Questionnaires have content validity and reliability for internal consistency at 0.94 by Cronbach's coefficient alpha.

Advisement in RN-to-BSN educational programs can positively influence student retention rates by providing advisement that is conducive to the needs and values of adult learner students.