scholarly journals Student Expectations of an RN-to-BSN Program: A Qualitative Analysis of Student and Faculty Perspectives

2019 ◽  
Vol 5 ◽  
pp. 237796081989725
Author(s):  
Mary Linton ◽  
Beverly W. Dabney ◽  
Linda Knecht ◽  
Jamie Koonmen
Keyword(s):  
Nursing Education ◽  
Student Perceptions ◽  
Workforce Development ◽  
Gap Analysis ◽  
The United States ◽  
Structured Interviews ◽  
Student Expectations ◽  
Bachelor Of Science ◽  
Rn To Bsn ◽  
Rn To Bsn Program

The expansion of RN-to-BSN (registered nurse to Bachelor of Science in Nursing) education is addressing the need for nursing workforce development. However, little is known about what RNs expect from their RN-to-BSN education experience. Lack of understanding of student expectations could lead to student-perceived gaps in service quality. The aim of this study was to explore students’ expectations of the RN-to-BSN program compared with the faculty’s perceptions of what students expect. A descriptive qualitative research study using structured interviews was conducted at a school of nursing in the Midwest region of the United States. Student and faculty reports revealed the common themes of workload, flexibility, coursework, and support. Congruencies were noted in the areas of workload and coursework, and differences were identified in the areas of flexibility and support. Conducting a gap analysis can be a worthwhile endeavor for educators seeking to understand the needs of their student population. Acknowledging RN-to-BSN student expectations and addressing gaps between their expectations and reality early in the program could improve student perceptions of program quality.

Maximizing Retention and Progression to Graduation in Online Programs

2018 ◽  
pp. 211-225 ◽  
Author(s):  
Mary E. Mancini ◽  
Daisha Jane Cipher ◽  
Darab Ganji
Keyword(s):  
Best Practices ◽  
Online Education ◽  
Associate Degree ◽  
Online Programs ◽  
University Of Texas ◽  
Bachelor Of Science ◽  
Rn To Bsn ◽  
Rn To Bsn Program ◽  
College Of Nursing

This chapter uses the literature on student retention in online programs as a foundation to present a case study illustrating how a well-designed, affordable and high-quality online program substantially increased access, retention rates, and progression to graduation. The case study covers how, by using the principles of designing with the end in mind. The University of Texas at Arlington College of Nursing and Health Innovation (CONHI) developed and implemented a highly successful, award-winning online Bachelor of Science in Nursing (BSN) completion program for registered nurses (RN) who had entered the profession through an associate degree program. This RN-to-BSN program was specifically designed to overcome issues known to impact enrollment and completion in nursing programs by leveraging technology and the best practices for online education. The case study also explores how best practices in online education were incorporated into the development of the RN-to-BSN program.

scholarly journals Special International Experiential Report: A Fulbright case study

2020 ◽  
pp. 135-141
Author(s):  
SHANE DESSELLE ◽  
KRESHNIK HOTI
Keyword(s):  
Workforce Development ◽  
Academic Staff ◽  
The United States ◽  
Pharmacy Education ◽  
University Administrators ◽  
Structured Interviews ◽  
Middle Income ◽  
Social Exchanges ◽  
Assessment Centre ◽  
The University

Objectives: This paper sets out to describe the experiences of a pharmacy faculty member leveraging the United States (U.S.) Fulbright Specialist (FS) programme as one mechanism to build global alliances in pharmacy workforce development;. It also describe the findings of the Fulbright visit in creating an Assessment Centre for a faculty group at a university of a middle-income country. Methods: The University of Pristina in Kosovo tendered a successful application for the visit of a pharmacy education scholar in assessment with the FS programme. The FS and host endeavoured an engaging process with various university administrators and academic staff using semi-structured interviews, presentations, and informal discussions during academic and social exchanges. Results: The FS produced a 27-page report on recommendations to develop an Assessment Centre that also outlined steps needed to scale the centre up to the University level and replicate it in other faculties, all keeping in mind entrustable activities of assessment and desired global outcomes for workforce development. The FS and host engaged in additional, unplanned activities including a possible pipeline for Ph.D..students from Kosovo to the U.S., a formal exchange with another U.S. institution, and continued collaboration on various scholarly endeavours. Conclusions: Pharmacy educators must continue identifying opportunities for global collaboration that seeks to promote workforce development and assessment for readiness to practice. The Fulbright Program is one mechanism that fosters collaboration, along with culturally stimulating and mutually beneficial intellectual exchange.

scholarly journals An Examination of Instructional Approaches in Online Technical Education in Community Colleges

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Brian Samuel Horvitz ◽  
Lisa R Garcia ◽  
Regina Garza Mitchell ◽  
Cheryl D Calhoun
Keyword(s):  
Online Learning ◽  
Community Colleges ◽  
Student Perceptions ◽  
Technical Education ◽  
The United States ◽  
Future Research ◽  
Learning Tools ◽  
Structured Interviews ◽  
Education Programs ◽  
Blended Course

Technical education programs in community colleges prepare students for many science and engineering-based jobs in the United States. An increasing number of technical education programs in community colleges are using online learning tools to teach courses. However, little is currently known about the ways these programs are integrating online learning in their coursework. This study examined fifteen National Science Foundation funded technical education programs that use online learning to partially or entirely deliver their courses. We conducted semi-structured interviews with key personnel from each project. Through analysis of this data, we found that technical education programs used a variety of instructional delivery approaches that can be categorized as follows: (a) a hybrid or blended course with asynchronous online lectures; (b) a hybrid or blended course with synchronous lectures; (c) a hybrid or blended course with a combination of asynchronous and synchronous lectures and discussions; or (d) a course that is fully online. We also found that online or hybrid technical education programs used a variety of different methods to give students experience in their field of study that can be categorized as follows: (a) pre-recorded video; (b) live video; (c) simulations; (d) equipment at home; (e) equipment in lab; and (f) professional site experience. We recommend that future research examine how well these approaches are working, incorporate student perceptions, and incorporate the views of employers of these programs’ graduates.

Student Perceptions Related to Immediate Workplace Usefulness of RN-to-BSN Program Content

2020 ◽  
Vol 45 (5) ◽  
pp. 265-268
Author(s):  
Kathleen Sitzman ◽  
Tristin Carpenter ◽  
Kim Cherry
Keyword(s):  
Student Perceptions ◽  
Program Content ◽  
Rn To Bsn ◽  
Rn To Bsn Program

scholarly journals COVID-19 Campus Closures in the United States: American Student Perceptions of Forced Transition to Remote Learning

2021 ◽  
Vol 10 (2) ◽  
pp. 62
Author(s):  
Susan W. Parker ◽  
Mary A. Hansen ◽  
Carianne Bernadowski
Keyword(s):  
Student Perceptions ◽  
Student Teaching ◽  
Undergraduate Students ◽  
The United States ◽  
Mixed Methods Design ◽  
Structured Interviews ◽  
Clinical Rotations ◽  
Campus Activities ◽  
Nursing Clinical ◽  
Remote Learning

As colleges and universities rapidly closed due to COVID-19, students and faculty were faced with unique challenges. The pandemic forced the cancellation of all campus activities, both extra-curricular and program-focused, such as student teaching experiences and nursing clinical rotations. Additionally, instructors were forced to rethink content delivery as coursework was quickly moved online and administered remotely via virtual platforms. Students were impacted as university level programs underwent a major paradigm shift within a matter of days or weeks. This study examined perspectives of undergraduate and graduate students regarding their experiences with rapid conversion from on-ground, in-person courses to remote instruction during the spring 2020 semester. The researchers employed a QUAN-QUAL descriptive mixed methods design. Using questionnaires and semi-structured interviews, the researchers examined general perspectives on in-person learning before the pandemic; initial perceptions about remote learning; and perceptions of the students about effort, engagement, needs, and ethical behavior as they engaged in totally remote learning. Results, analyzed using SPSS (QUAN) and inter-coder agreement (QUAL), indicated that initially students were engaged and satisfied with their in-person instruction, but became less satisfied and engaged during remote instruction. Undergraduate students experienced feelings of increased frustration, decreased accountability and engagement during remote learning, and turned to collaboration to earn points as they finished the semester.

Telemedicine for Patients with Inflammatory Bowel Disease (TELE-IBD) Clinical Trial: Qualitative Assessment of Participants’ Perceptions of the TELE-IBD Intervention (Preprint)

2019 ◽  
Author(s):  
Charlene C Quinn ◽  
Sarah Chard ◽  
Erin G Roth ◽  
J. Kevin Eckert ◽  
Katharine M Russman ◽  
...  
Keyword(s):  
Clinical Trial ◽  
Disease Activity ◽  
Remote Monitoring ◽  
Standard Care ◽  
Disease Process ◽  
The United States ◽  
Qualitative Assessment ◽  
Structured Interviews ◽  
Treatment Groups ◽  
Inflammatory Bowel

BACKGROUND Inflammatory bowel diseases (IBD), comprising Crohn’s disease and ulcerative colitis, affects 1 to 3 million people in the United States. Telemedicine has shown promise in IBD. The objective of the parent study, TELE-IBD, was to compare disease activity and quality of life (QoL) in a one-year randomized clinical trial of IBD patients receiving telemedicine versus standard care. Treatment groups experienced improvements in disease activity and QoL but there was not significant differences between groups. Study adherence to the text-based intervention was less than the 80% of the targeted goal. OBJECTIVE To understand adherence to remote monitoring, the goal of this qualitative assessment was to obtain TELE-IBD trial participants’ perceptions of the TELE-IBD system, including their recommendations for future TELE-IBD monitoring. METHODS In the parent study, patients attending three tertiary referral centers with worsening IBD symptoms in the previous two years were eligible for randomization to remote monitoring via texts every other week (EOW), weekly (W) or standard care. Participants (n=348) were evenly enrolled in the treatment groups and 259 (74.4%) completed the study. For this study, a purposive sample of adherent (N=15) and non-adherent (N=14) patients was drawn from the TELE-IBD trial population. Adherence was defined as the completion of 80% or more of the W or EOW self-assessments. Semi-structured interviews conducted by phone surveyed 1) the strengths and benefits of TELE-IBD; 2) challenges associated with using TELE-IBD; and 3) how to improve the TELE-IBD intervention. Interviews were recorded, professionally transcribed, and coded based on a priori concepts and emergent themes with the aid of ATLAS.ti qualitative data analysis software. RESULTS Participants' discussions centered on three elements of the intervention: 1) self-assessment questions, 2) action plans, and 3) educational messages. Participants also commented on: text-based platform, depression and adherence, TELE-IBD system in place of office visit, and their recommendations for future TELE-IBD systems. Adherent and non-adherent participants prefer a flexible system that is personalized, including targeted education messages, and they perceive TELE-IBD as effective in facilitating IBD self-management. CONCLUSIONS Participants identified clear benefits to the TELE-IBD system, including obtaining a better understanding of the disease process, monitoring their symptoms, and feeling connected to their health care provider. Participants' perceptions obtained in this qualitative study will assist in improving the TELE-IBD system to be more responsive to patients with IBD. CLINICALTRIAL NCT01692743

scholarly journals Improving Undergraduate Life Science Education for the Biosciences Workforce: Overcoming the Disconnect between Educators and Industry

2018 ◽  
Vol 17 (3) ◽  
pp. es12 ◽  
Author(s):  
Christopher Thompson ◽  
Joseph Sanchez ◽  
Michael Smith ◽  
Judy Costello ◽  
Amrita Madabushi ◽  
...  
Keyword(s):  
United States ◽  
Workforce Development ◽  
The United States ◽  
University Graduates ◽  
Washington Dc ◽  
College And University ◽  
Highly Educated ◽  
Undergraduate Institutions ◽  
And Mathematics ◽  
Undergraduate Programs

The BioHealth Capital Region (Maryland, Virginia, and Washington, DC; BHCR) is flush with colleges and universities training students in science, technology, engineering, and mathematics disciplines and has one of the most highly educated workforces in the United States. However, current educational approaches and business recruitment tactics are not drawing sufficient talent to sustain the bioscience workforce pipeline. Surveys conducted by the Mid-Atlantic Biology Research and Career Network identified a disconnect between stakeholders who are key to educating, training, and hiring college and university graduates, resulting in several impediments to workforce development in the BHCR: 1) students are underinformed or unaware of bioscience opportunities before entering college and remain so at graduation; 2) students are not job ready at the time of graduation; 3) students are mentored to pursue education beyond what is needed and are therefore overqualified (by degree) for most of the available jobs in the region; 4) undergraduate programs generally lack any focus on workforce development; and 5) few industry–academic partnerships with undergraduate institutions exist in the region. The reality is that these issues are neither surprising nor restricted to the BHCR. Recommendations are presented to facilitate improvement in the preparation of graduates for today’s bioscience industries throughout the United States.

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