Accentuating the “I’s” and Eliminating the “D’s”: Inducements and Discouragements for Students Transitioning from Associate Degree to Baccalaureate Degree Nursing Programs: A National Review
Review TypeNone: Sigma Grant Recipient Report
Repository Posting Date2016-04-14T18:42:11Z
Author DetailsKaren L. Gorton, PhD, RN, MS, FNP, email: karen dot gortonucdenver dot edu; member of STTI, Alpha Kappa-at-Large Chapter; Kathleen B. LaSala, PhD, RN, PNP, CNE, email : LASALA at mailbox dot sc dot edu, member of STTI Rho Pi and Alpha Xi Chapters
Level of EvidenceOther
Research ApproachPilot/Exploratory Study
MeSH HeadingsEducation, Nursing, Baccalaureate
To improve the health-care system, we must address the current shortage of highly qualified nurses; to address this shortage of highly qualified nurses, we must elevate more nurses to the baccalaureate level of education (IOM, 2011). Accomplishing these goals requires increased access—and seamless progression—to higher educational levels. The Carnegie Foundation report, Educating Nurses: A Call for Radical Transformation, recommends creating a nursing-education continuum between community colleges and baccalaureate programs that is “feasible, fair, and affordable for all nursing students” (Benner, Sutphen, Leonard, & Day, 2010). This study expanded on a small pilot study that evaluated barriers and enhancement factors for students transitioning from their associate degree in nursing to a baccalaureate degree program. Students were surveyed using an electronic research tool that offers easy access to all accredited RN-BS/BSN programs across the nation. This national study did provide sound, nationwide data from RN-BS/BSN students. By better understanding the barriers at all levels, nursing-education and nursing-practice leaders can begin to design programs, delivery models, advising systems, and other areas of support that help overcome obstacles to success. At the same time, identified enhancement factors can be highlighted and extended to those that need them the most.
The authors also presented this topic as a poster presentation at the 2015 STTI Biennial Convention. To view that associated work in the Henderson Repository please click here.
DescriptionThis study evaluated the actual barriers (hereafter called “discouragements,” or “D’s” for short) and enhancements (hereafter called “inducements,” or “I’s” for short) for students nationwide who are in academic transition from associate-degree to baccalaureate-degree status in nursing.
Conference NameSigma Theta Tau International Biennial Convention
Conference HostSigman Theta Tau International
Conference LocationLas Vegas, Nevada, USA
Date of Publication2016-04-14
NotesKaren Gorton and Kathleen LaSala are recipients of a STTI/Chamberlain College of Nursing Education Research Grant.
The Sigma Theta Tau International grant application that funded this research, in whole or in part, was completed by the applicant and peer-reviewed prior to the award of the STTI grant. No further peer-review has taken place upon the completion of the STTI grant final report and its appearance in this repository.
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