Exploring the development of professional values in an online RN-to-BSN program

2019 ◽  
Vol 27 (2) ◽  
pp. 470-479 ◽  
Author(s):  
Linda D’Appolonia Knecht ◽  
Beverly W Dabney ◽  
Lauren E Cook ◽  
Gregory E Gilbert
Keyword(s):  
Registered Nurse ◽  
Positive Impact ◽  
Nursing Programs ◽  
Nursing Program ◽  
Professional Values ◽  
Matched Pair ◽  
Ethical Practice ◽  
Entry And Exit ◽  
Bachelor Of Science ◽  
Ethics Course

Background: Development of professional nursing values is critical within registered nurse–to–bachelor of science in nursing programs to prepare nurses for increasingly complex and diverse work environments. The results of previous studies have been inconsistent, with few studies focusing on online registered nurse–to–bachelor of science in nursing programs. In addition, little is known regarding the effectiveness of the educational methods used to support advancement of professional values and ethical practice. Objective: The object of this study was to gain an understanding of nursing students’ attitudes and beliefs about professional values at entry and exit of an online registered nurse–to–bachelor of science in nursing program that includes a standalone ethics course and integrates American Nurses Association Code of Ethics provisions throughout the curriculum. Research design: For this one-group pretest–posttest, quasi-experimental design, longitudinal matched-pair data were gathered at program entry and exit using the Nurses Professional Values Scale–Revised. Participants and research context: In all, 119 students of an online registered nurse–to–bachelor of science in nursing program at a Midwest public university who completed entry and exit surveys between spring 2015 and spring 2018 were included in this study. Ethical considerations: This study was reviewed and determined to be exempt by the university’s institutional review board. Findings: The results showed a significant increase in total posttest scores when considering all participants. However, students who took the ethics course after the pretest demonstrated a significant increase in posttest scores, while students who took the ethics course prior to the pretest demonstrated a small increase that was not statistically significant. Significant increases were also found in the professionalism, activism, and trust factors. Discussion: This study supports previous study findings where students scored higher on caring and lower on activism and professionalism factors. The largest gains were made after completing the ethics course. Conclusion: The results suggest that requiring a standalone ethics course in the registered nurse–to–bachelor of science in nursing curriculum had a positive impact on self-reported professional values.

An Interface Design Evaluation of Courses in a Nursing Program using an E-learning Framework

2012 ◽  
pp. 285-304 ◽  
Author(s):  
Brenda Tyczkowski ◽  
Eric Bauman ◽  
Susan Gallagher-Lepak ◽  
Christine Vandenhouten ◽  
Janet Resop Reilly
Keyword(s):  
Interface Design ◽  
Associate Degree ◽  
Nursing Programs ◽  
Nursing Program ◽  
Learning Program ◽  
Bachelor Of Science ◽  
Learning Framework ◽  
University Of Wisconsin ◽  
E Learning ◽  
Individual Use

Interface design refers to the overall look and feel of an e-learning program by the end user (Hall, as cited in Khan, 2005). Initially designed for corporate use, the World Wide Web as it is now known surfaced in the early 1990s. Individual use grew rapidly in the 1990’s, with “online users doubling or tripling every year” (When Guide, n.d.). Online degree granting educational programs slowly developed. An early fully online RN (Registered Nurse) to BSN (Bachelor of Science in Nursing) program was the Collaborative Nursing Program (CNP) in Wisconsin. The CNP, now called the “BSN@Home” program, started in 1995, to serve associate degree and diploma prepared nurses throughout the state of Wisconsin desiring a baccalaureate degree in nursing. This statewide program continues to be delivered collaboratively by five University of Wisconsin (UW) nursing programs (UW-Eau Claire, UW-Green Bay, UW-Madison, UW-Milwaukee, and UW-Oshkosh). A critical look at interface design in this program was undertaken with methods and outcomes detailed below.

scholarly journals Nurturing academic writing for students in an enrolled to registered nurse conversion course at university

2019 ◽  
Vol 9 (8) ◽  
pp. 121
Author(s):  
Elizabeth N.M. Emmanuel ◽  
Marilyn Chaseling ◽  
Bill Boyd
Keyword(s):  
Academic Writing ◽  
Registered Nurse ◽  
Teaching Strategy ◽  
Nursing Programs ◽  
Nursing Program ◽  
First Year ◽  
Vocational Programs ◽  
University Enrolment ◽  
Second Year ◽  
First Year University

A growing number of diploma-qualified nurses from vocational programs are enrolling in university Bachelor of Nursing programs to upgrade their qualifications. Universities typically provide these students with credit so they enter the Bachelor of Nursing program in second year. Known as pathway students, these students tend to miss the orientating opportunities that other students experience in their first-year university enrolment. This lack of first-year opportunity can be challenging for many pathway students, notably in academic writing. This paper reports on a tailored and scaffolded academic-writing teaching strategy designed for pathway students in their initial semester of learning. Both the students themselves, and teachers report evidence of improvements in academic writing amongst the pathway students.

Attaining Quality Matters Certification for a Registered Nurse–Bachelor of Science in Nursing Program

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Carol S. Bryan ◽  
James F. Oberlander ◽  
Kristi M. Reuille ◽  
Kelly Ann Lewandowski ◽  
Robert Topp ◽  
...  
Keyword(s):  
Registered Nurse ◽  
Nursing Program ◽  
Quality Matters ◽  
Bachelor Of Science

Innovation in Community Clinical Placements: A Canadian Survey

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Catherine Hoe Harwood ◽  
Sheryl Reimer-Kirkham ◽  
Richard Sawatzky ◽  
Landa Terblanche ◽  
Lynn Van Hofwegen
Keyword(s):  
Baccalaureate Nursing ◽  
Nursing Student ◽  
Nurse Educators ◽  
Nursing Programs ◽  
Nursing Program ◽  
Clinical Placements ◽  
Program Administrators ◽  
Baccalaureate Nursing Programs ◽  
Survey Responses ◽  
Student Placements

Ongoing restructuring within the health care system juxtaposed with mandated increased seats in nursing programs have taxed traditional clinical practice settings beyond their capacity. In the search for suitable clinical placements to meet learning objectives and fulfill required clinical hours, nursing program administrators are turning to various non-traditional settings. Yet limited research exists to describe the prevalence and types of 'innovative' clinical placements (ICPs) or the nature and quality of student learning in such settings. Described in this article are findings from a national survey of Canadian baccalaureate nursing programs completed by nurse educators and clinical placement coordinators regarding nursing student placements within ICPs. Participant survey responses provide a national snap-shot of ICPs, along with perspectives on pedagogy, strengths and weaknesses, capacity and sustainability issues, and ethical, legal and academic considerations associated with student placements in these settings.

scholarly journals The Positive Impact of Registered Nurse Sedation Teams

2019 ◽  
pp. 21-24
Author(s):  
Marlea A Judd ◽  
Mary Ellen Warner
Keyword(s):  
Patient Safety ◽  
Registered Nurse ◽  
Positive Impact ◽  
Retrospective Chart Review ◽  
Outcome Data ◽  
Moderate Sedation ◽  
The Impact ◽  
Team Model ◽  
General Care ◽  
Care Nursing

Background: Sedation care documentation and patient safety on general care nursing units need improvement. Purpose: To assess the impact of implementation of a registered nurse sedation team model on patient safety and thoroughness of documentation in patients receiving moderate sedation on general care units. Methods: In 2010 a 3-month retrospective chart review determined adverse patient outcomes and incompleteness of documentation for patients receiving sedation on general care units. After implementation of the registered nurse sedation team model for 3 months, patient’s sedation documentation and outcomes were assessed. The registered nurse sedation team model was implemented into practice and further outcome data from implementation through 2017 also were assessed. Results: There was clear improvement in both required documentation during moderate sedation and patient safety (P<0.001). Conclusion: The registered nurse sedation team model in this study improved both completeness of required sedation documentation and patient safety.

scholarly journals Efficient, Effective, and Ethical Practice in Lifelong Learning

2013 ◽  
Vol 22 (1) ◽  
Author(s):  
Thomas N. Guinsburg
Keyword(s):  
Continuing Education ◽  
Lifelong Learning ◽  
Goal Setting ◽  
Professional Values ◽  
Ethical Practice ◽  
Education Programs ◽  
University Continuing Education ◽  
University Programs ◽  
The Relationship ◽  
Ethical View

This paper seeks to assess the interaction of--and tensions between--efficiency, effectiveness, and ethics in goal-setting for university continuing education programs. Its thesis is that efficiency, that is, a cost accountant's measure of productivity, is of limited utility unless we articulate thoughtfully and appropriately what we are trying to be efficient at. The goal of effectiveness, which measures the relationship between program results and program objectives, helps us to be wary of those "efficiencies" that subvert essential program objectives. Finally, effectiveness cannot be separated from an ethical view of lifelong learning: beneficial to society, collaborative rather than competitive, and keeping faith with our highest professional values and institutional standards. Only a raison d'être grounded in ethically based effectiveness can ensure the sort of future we want for university programs of lifelong learning.

scholarly journals Pharmacology Curriculum and Teaching Methods: A Comparative Study Between Two Nursing Programs in A Nepalese College

2017 ◽  
Vol 16 (1) ◽  
pp. 19-23
Author(s):  
Manoj Sharma ◽  
Kumud Kumar Kafle
Keyword(s):  
Nursing Students ◽  
Nursing Programs ◽  
P Value ◽  
First Year ◽  
Teaching Methodology ◽  
Chi Square ◽  
Course Content ◽  
Bachelor Of Science ◽  
Chi Square Test ◽  
Academic Year

Introduction: Pharmacology is one of the basic science subjects included in graduate nursing programs (B. Sc Nursing and Bachelor of Science in Nursing) under Tribhuvan University. Both these programs are being run at our institute. This article describes the evaluation of pharmacology course and teaching methodology at our institute by B. Sc Nursing (B. Sc) and Bachelor of Science in Nursing (BNS) students and also compares students’ views between these two nursing programs to facilitate pedagogical learning. Methods: At the end of the course of 2071-2072 BS academic year of first year nursing students of B. Sc and BNS programs, a structured teaching evaluation questionnaire was designed to obtain students’ view on pharmacology curriculum and lectures. Yates corrected Chi square test was applied whenever necessary and p value considered significant at less than or equal to 0.05.Results: Only 37% B. Sc and 60% BNS students responded that the lecture content was in accordance with the curriculum. Only 52% BNS and 97% B. Sc students found the course content to be relevant and useful. 68% BNS students responded that they have felt a lot improvement in their understanding of pharmacology subject as compared to just 23% of B. Sc students. Majority of the students preferred the LCD mode of presentation.Conclusion: There were minor differences found between opinions of two sets of students. Major need for improvement areas suggested in curriculum were course content not being clear and the objectives being ill defined. Similarly, in relation to facilitator, they have recommended to improve voice clarity.

Factors Related to Progression and Graduation Rates for RN-to-Bachelor of Science in Nursing Programs: Searching for Realistic Benchmarks

2010 ◽  
Vol 26 (2) ◽  
pp. 99-107 ◽  
Author(s):  
Sue Robertson ◽  
Cheryl Westlake Canary ◽  
Marsha Orr ◽  
Paula Herberg ◽  
Dana N. Rutledge
Keyword(s):  
Graduation Rates ◽  
Nursing Programs ◽  
Bachelor Of Science

Incorporating Cultural Diversity and Caring through Simulation in a Baccalaureate Nursing Program

2010 ◽  
Vol 14 (2) ◽  
pp. 50-51 ◽  
Author(s):  
Beth Haas
Keyword(s):  
Nursing Education ◽  
Baccalaureate Nursing ◽  
Nursing Programs ◽  
Nursing Program ◽  
Clinical Environment ◽  
Cultural Backgrounds ◽  
Baccalaureate Nursing Programs ◽  
Dietary Restrictions ◽  
Baccalaureate Nursing Program ◽  
Different Cultures

Cultural competency is a national healthcare goal for baccalaureate nursing programs. Students care for patients from diverse populations with varying cultural backgrounds. In recent years, simulation has enabled educators to impact students’ worldview by introducing them to different perspectives that exist within different cultures. Simulation provides opportunities that incorporate exposure to religious relics, dietary restrictions, language concerns, family dynamics, and communication skills in a clinical environment. These concepts are essential to nursing education and simulation technology allow students to become aware of humanistic components of caring.

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