The transition from LPN to RN: Perceptions of LPNs considering the transition

Abstract

<p>The purpose of this study was to identify perceived facilitators and barriers to the transition from Licensed Practical Nurse (LPN) to Registered Nurse (RN), as identified by LPNs. A sample of 1,000 Illinois LPNs was surveyed using a list of 25 actual facilitators and barriers identified from the literature. Subjects were asked to identify factors as facilitators, barriers, or no influence. The null hypothesis was: The frequency of ratings of perceived facilitators and barriers to the transition from LPN to RN will not be greater than that expected by chance, in either the negative or the positive direction. Research questions were: (a) Are there perceived facilitators that aid in the transition from LPN to RN, and (b) Are there perceived barriers that hinder the transition from LPN to RN? Data analysis indicated that the null hypothesis should be rejected at a probability of &alpha; = 0.10 and research questions one and two should be answered in the affirmative.</p> <p>Data were analyzed using inferential statistics and measures of central tendency on demographic data. Crosstabulation and the &chi;²-statistic were used to analyze the factors. Twenty-three significant results were obtained. Eleven factors were identified as barriers, four as facilitators, and ten as no influence. The first three factors, related to work environment, indicate that present work schedules, working while in class, and shift worked while in class are perceived as major barriers.</p> <p>The research indicated it is important for nurse educators and administrators to address perceived barriers of LPNs who wish to continue their education and to strengthen factors that are perceived as facilitating the transition. The following recommendations were offered: flexible work, clinical, and class schedules, acknowledging LPNs considering returning to school, offering on-site childcare facilities, discussing the perception of barriers and facilitators, classes and clinicals located in or close to work sites, and curriculum tailored to grant credit for previous LPN education, allow for testing out of courses, and accelerate programs for LPNs.</p>