我国本科护理教育培养目标的调查

本研究采用问卷的方法，调查了全国１９８７年以前成立的十一所医学院校护理系教师对本科护理教育应达到的具体目标的意见，以便使总的培养目标更加具体和可操作。调查结果显示，本科护生应具备的能力是：临床护理，护理科研，护理教育；应争取具备的能力是护理管理和社区护理。在具体分解的１０１项能力中有３４项被７０％以上的护理教师认为是本科生毕业时必须具备的能力，应作为本科护理教育的最基本目标。另外有３３项能力是５０％～７０％的被调查的教师认为学生毕业前应争取达到的，可以作为较高层次的教育目标。根据此次调查结果，归纳提出了我国本科护理教育应达到的１２项专业培养目标     

Entry-level competencies needed by BSNs in acute health care agencies in Tennessee in the next 10 years

This study focused on the identification of entry-level competencies needed by bachelor of science in nursing (BSN) graduates who will begin working in acute health care agencies in Tennessee within 10 years. The purpose of this study was to increase awareness of the competencies needed by graduates of BSN programs in Tennessee to meet the demands of acute health care agencies, considering current and anticipated changes in the healthcare delivery system. The opinions of nurse educators, nurse administrators, recent BSN graduates, and experienced BSN graduates were solicited to assess congruency of perceptions. This study found there was a statistically significant difference in the perceptions of nurses in acute health care agencies and faculty in BSN programs about the importance of entry-level competencies needed by BSN graduates.     

Using portfolios to evaluate achievement of population-based public health nursing competencies in baccalaureate nursing students

Public health nurses from 13 local public health agencies and nurse educators from five schools of nursing developed population-based public health nursing competencies for new graduates and novice public health nurses. Educators in one nursing program used a portfolio assignment to measure achievement of the competencies by traditional and RN to BSN students in a community health nursing course. Data were collected from surveys and focus groups to determine students' responses to the portfolio and their use of population-based public health nursing concepts. The assignment enhanced students' critical thinking skills; however, concerns about the structure and evaluation of the portfolio decreased student satisfaction. Recommendations are made for improving the portfolio format, increasing students' valuing of the portfolio, managing the tension between assessment and learning, and orienting clinical agency staff and nursing instructors.     

Dysrhythmia management content in ADN and BSN curricula

BACKGROUND: The purposes of this study were to compare nurse educators' perceptions of the importance of selected dysrhythmia management competencies for the graduates of associate degree in nursing (ADN) and baccalaureate of science in nursing (BSN) programs, and to compare what related content is taught at the ADN and BSN level for dysrhythmia management. METHOD: A quantitative, nonexperimental design with a mailed survey was used to compare how nurse educators perceive the importance of dysrhythmia competencies in selected ADN and BSN programs in the states of Illinois and Iowa, and to determine what related content is taught. RESULTS: A total of 33 ADN and 24 BSN programs returned the survey for a 58.2% (57 of 98) response rate. Results indicated that ADN and BSN faculty in Illinois and Iowa perceived that selected dysrhythmia management content is important and that such content is currently provided at both the ADN and BSN level. CONCLUSIONS: Health care institutions can have confidence that new graduates from either educational preparation have had dysrhythmia management content and can expand their level of expertise.     

An assessment of students' confidence in performing psychiatric mental health nursing skills: the impact of the clinical practicum experience

Background: In 2008, the American Psychiatric Nurses Association and the International Society for Psychiatric Nursing jointed developed Psychiatric Mental Health Nursing competencies for BSN students. In the newly created accelerated track of the BSN program, students spend less time than traditional students in psychiatric mental health (PMH) clinical practica. Objectives: The primary objective was to discover how the PMH practicum experience influences BSN students' perceptions of their confidence in performing PMH clinical skills. Design: An evaluation design was used in this study. Results: There was significant improvement in students' confidence performing PMH clinical competencies after completing the PMH nursing practicum. The current structure of clinical provides students with experiences that promote their confidence. Conclusions: Students self-assessment about learning needs and skill level should be assessed preclinically to allow for practice to gain confidence.     

Use of the professional nurse case study as a method to earn credit in an RN to BSN program.

This article describes the author's experience in developing a professional nurse case study as a means of allowing registered nurse students enrolled in a baccalaureate degree nursing program to satisfy the clinical requirement at a public institution in New Jersey. The author used a survey to assess the lower level competencies of their RN students. In addition, a survey was mailed to the BSN graduates who completed the program within the past five years to determine if they would have selected an alternative to the clinical examination. Results showed that the PNCS could validate prior learning of basic nursing competencies for RNs returning to obtain a BSN degree.     

Encouraging associate degree nursing students to pursue a bachelor of science in nursing: The faculty role

Faculty in associate degree nursing (ADN) programs have unique opportunities to encourage and guide students to continue their nursing education. At a time when the nursing profession needs advanced clinical leaders and educators, the bachelor of science in nursing (BSN) provides ADN graduates a stepping stone to advanced education and career opportunities. Faculty approaches to encourage ongoing student education, organized from the theory of adult learning by M. S. Knowles (1970), are provided. These include engaging students in the process, showing how the BSN can be relevant to students' lives, and assisting students in finding a BSN program that fits their lifestyle.     

A comparison of RN-to-BSN completion graduates to generic BSN graduates: is there a difference?

This study compares RN-to-BSN completion graduates and generic BSN graduates in frequency of critical nursing activities performed when caring for patients and in degree of commitment to the profession. Results indicate that RN-to-BSN completion graduates perform in a manner similar to generic BSN graduates; however, RN-to-BSN graduates more frequently demonstrated professional commitment such as attending continuing education programs, and furthering their education. These findings support not only the current RN-to-BSN completion education programs but also the value of this cohort to the nursing profession.     

Determining the Rate of Educational Advancement of Associate Degree Nursing Graduates: A Replicable Method to Establish the ADN as a Pathway to the Baccalaureate in Nursing

This article reports on the initial analysis of a database constructed to track the educational advancement of graduates’ of a public associate degree nursing (ADN) consortium in the northeast United States. This study offers a valid, reliable, and replicable method for ADN programs to determine the frequency and rate of the educational advancement of graduates to demonstrate a critical program outcome measure and to show that these programs are contributing to the educational progression of the nation’s nursing workforce. In addition, this research represents a contribution to the body of evidence for a new paradigm of nursing education that demonstrates the ADN as a clear pathway to the BSN, essential to reach 80% BSN by 2020. The alignment of demographic and academic variables with educational advancement is a recommendation for further study.     

Integrating service learning into the RN to BSN curriculum with the application of QSEN competencies

To accomplish the goal of a more highly educated nursing workforce, academic nursing has supported a significant increase in the number of RN to BSN programs. The focus of educating practicing registered nurses is moving toward revising and designing curriculum that promote positive patient outcomes and supports contemporary healthcare practices. Facilitating a service-learning model for RN to BSN curricula and applying the Quality and Safety Education in Nursing (QSEN) competencies are two effective methods for enhancing professional practice. The purpose of this article is to promote the concept of integrating service learning into the RN to BSN curriculum and applying the QSEN competencies to learning activities to achieve improved quality and patient safety.     

Study of Gerontological Nursing Curriculum

The purpose of this study was: (i) to survey the present status of the gerontological nursing course in 3‐year diploma programs, baccalaureate degree programs (BSN), and graduate programs in Korea; and (ii) to analyze the contents of the syllabus, credits, clinical practise, and gerontological nursing textbooks used within these programs, so as to provide basic data for developing a standard model for a gerontological nursing curriculum. Primary data were collected from all the nursing programs in Korea, from November 2000 to February 2001, by way of mail and fax. Data on the detailed contents of the gerontological nursing curriculum were collected from those programs that had a gerontological nursing course. The results of the study revealed that 36 diploma programs (58%), 40 BSN (80%), and 17 graduate programs (63%) offered gerontological nursing courses. The credits of the gerontological nursing course offered, by program, were found to be: one credit (10 diploma programs, eight BSN programs), two credits (22 diploma programs, 29 BSN programs) and three credits (one BSN program). The gerontological nursing courses were found to be taught mostly by adult health nursing professors. The contents of gerontological nursing curricula were analyzed by comparison with the core curriculum of NGNA. The majority of the nursing schools were found to include the following: gerontological nursing in general; theory of aging; aging processes; care plan options; and common health problems. Legal/ethical issues; evaluation; regulatory and reimbursement issues; education issues; nursing research in gerontology; and environment issues of older adults were not covered in most of the programs. Differences were noted between ADN, BSN, and graduate school curricula. However, similar curriculum contents were found among the undergraduate programs, suggesting that these curricula used gerontological nursing textbooks as references.     

Voices of graduates from second-degree baccalaureate nursing programs.

In response to the nursing shortage, second-degree accelerated nursing programs have proliferated in the past few years. Despite the popularity of these programs, little research has been conducted regarding the effectiveness of these programs in educating professional nurses in 12-18 months. This study explored the student experiences of accelerated second-degree nursing graduates to understand how these experiences best prepared them for practice after graduation. Using a hermeneutic phenomenological approach, 19 second-degree graduates from the mid-Atlantic region of the United States were interviewed face-to-face. Unstructured audiotaped interviews, in which participants were asked to relate an incident that they experienced as a second-degree accelerated nursing student that best prepared them for their current clinical position, were conducted. Data were analyzed utilizing van Manen's approach to human science research. The pattern, "Clearing a Path Toward Possibilities," was identified. Students described the faculty as integral to their success in overcoming barriers to move along a pathway toward their goals. Data suggested that pedagogies that incorporate the rich life and prior educational experiences of second-degree students are needed in accelerated nursing programs.     

Developing an accelerated BSN program: one college's experience

During the past 10 years, there has been an explosion in the number of new accelerated Baccalaureate of Science in Nursing (BSN) programs. Declining enrollments in undergraduate nursing programs and the nursing workforce shortage created the impetus for this trend. In the past 2 years, baccalaureate nursing enrollments have begun to increase again and many nursing programs now struggle with a faculty shortage; however, starting an accelerated BSN program still presents an opportunity. That opportunity comes from the quality of students these programs attract.     

Critical thinking skills of baccalaureate nursing students

The purpose of this study was to determine if a student will score higher on a critical thinking appraisal test on completion of a bachelor of science in nursing (BSN) program than on entry into the program. Students currently enrolled in a BSN program were given the Watson-Glaser Critical Thinking Appraisal Test in the first month of the program and repeated the test 1 month before graduation. BSN and BSN/registered nurse (RN) students were included in the study. Data analysis indicated there were no significant differences found in all of the classes of BSN/RN graduates and two of the classes of BSN graduates. There was a significant difference in the scores in one of the classes of BSN graduates. Implications for future research suggest additional comparative studies as well as using a different instrument along with expansion of the study to include master's students and nursing faculty.     

The success of non-BSNs in graduate nursing programs

Although there is a great need to increase the number of master's prepared nurses, admissions criteria often limit the pool of possible applicants to those with a bachelor's degree in nursing (BSN), and/or require that non-BSN applicants complete special requirements to compensate for their lack of a degree in nursing. One of the few schools that admits RNs without the BSN, and does not require make-up of undergraduate nursing courses, is Yale University School of Nursing (YSN). Yale also has a program for preparing college graduates at the master's level for entry into nursing practice. Those individuals spend the first of three years in prespecialty basic nursing and the last two in the regular master's program. To determine if there was any difference in success among the groups at YSN, the three groups of individuals admitted to the two-year master's program at Yale--Non-Nurse College Graduates, BSNs, and nurses with a non-nursing baccalaureate degree were compared on their theoretical and clinical grades at the end of the first and second years of the specialty programs. Data were gathered from 435 students who had attended Yale over a ten-year period. No significant differences were found among these groups on clinical or theoretical grades at either the end of the first or second year of the program. This study indicates that although careful selection of candidates for graduate study is essential, intelligent, motivated individuals are able to acquire skills through self-learning and professional experience that are usually provided in baccalaureate nursing programs.     

There really is a difference: nurses' experiences with transitioning from RNs to BSNs.

The purpose of this phenomenological study was to explore and describe the experience that associate degree and diploma nursing graduates have when transitioning from RN to BSN. Twelve nurses with a variety of clinical backgrounds and completion of different RN-BSN programs were interviewed to elicit the lived experience of transitioning from RN to BSN. Eight theme clusters emerged when the formulated meanings were organized into categories: (1) Varied Expectations, (2) Tentative Beginnings, (3) Cornerstone Courses, (4) Translating Knowledge Into Empowerment, (5) Becoming Assertive Leader and Advocate, (6) Confronting and Conquering Challenges, (7) Envisioning the Whole, and (8) Recreating Everyday Practice. Findings indicate that both the quality of patient care and nurses' practice were enhanced as a result of BSN completion programs.     

Increasing RN-BSN enrollments: facilitating articulation through curriculum reform

Increasing enrollments in nursing programs is one method to deal with the shortage of nurses. However, the majority of these new graduates will be educated at the associate degree in nursing (ADN) level. The need to increase the number of nurses educated at the baccalaureate (BSN) level is significant. Research has shown that patient outcomes can be attributed to higher levels of nursing education. A viable way to increase the volume of BSN graduates is to promote statewide and mandated articulation agreements and create an environment where academic progression is facilitated. The initial step in the process of implementing articulation agreements is to bring together nursing educators at the BSN and ADN level to assess prerequisites, transfer credits, and evaluate overall curriculum. This article reviews the current trends in registered nurse-BSN curriculum at 13 public 4-year universities in California and discusses the potential opportunities to reform curriculum and facilitate articulation.     

A course design format to facilitate teaching research online to RN - BSN students

Using research evidence to inform nursing practice and collaborate with other health care professionals is considered an essential professional competency in undergraduate nursing education. Yet teaching nursing research is often challenging because of the non-clinical nature of the content. Furthermore, non-traditional nursing students, such as those in RN – BSN programs, have unique needs such that course activities must be especially engaging, relevant to clinical practice, and flexible. The purpose of this paper is to present a course design format that facilitated teaching nursing research to RN – BSN students. Consideration of students' transitional experiences in RN – BSN programs as well as an integrative taxonomy of significant learning experiences are reported in the paper.