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RN to BSN—Advice On Returning to School
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MARCH 2003. VOL 77, NO 3 Leonard
RN to BSN-Advice On Returning to School
A
n R ” s decision to return to school to pursue a baccalaureate degree is multifaceted. Most RNs receive no monetary incentive for earning a bachelor of science in nursing (BSN) degree;’ they return to pursue the degree for other reasons, including personal growth, to improve critical thinking skills, or as a requirement for specialty certification or graduate school entrance.’ Other key benefits of a baccalaureate education include increased self-direction, improved ethical conduct, enhanced performance, increased responsibility, and professional enhancement.’ More than 50% of RNs in the United States have an associate’s degree (AD) or diploma as their highest level of educational preparation. According to US Department of Health and Human Services Division of Nursing statistics, nurses with ADS and diplomas make up 34.3% and 22.3% of the RN population, respectively, and 32.7% have BSN degrees.‘ Registered nurses with ADS and diplomas, however, have become one of the fastest growing groups of students enrolled in baccalaureate schools of nursing.’ In the year 2000, 16% of nurses who initially
earned ADS and 24% of nurses who initially earned diplomas were reported to have obtained additional academic nursing education or nursing-related degrees.b RMEW
According to the literature, RNs often are hesitant to reenter the academic environment, and when they do, they commonly are presented with a plethora of challenges. One group of authors identified several disincentives to RNs considering returning to school, including services, credit transfer, finances, geographic accessibility, and nonavailability of courses in areas of interest.’ Another author cited difficulty in getting credit for diplomas as a disincentive for RNs returning to school.’ Registered nurses fear returning to school because they do not feel they can manage both work and school in addition to their personal life.’ The majority of RNs returning to school are confronted simultaneously with the roles of parent, employee, student, and homemaker.”’ A 1987 comparison of RN students to general studies students found that RNs tended to be older, employed full time, married with children, and commuters to campus.’’Some RN students are single parents A B S T R A C T with small children.” In spite of Registered nurses who return to school to pursue a bachelor’s these challenges, RNs are returndegree face many challenges, including scheduling, family, and ing to school in increasing numfinancial concerns. Despite these issues, RNS with an associate’s bers for a variety of reasons. degree or diploma are among the fastest growing groups of bachelor After an RN is enrolled in of science in nursing (BSN) students. Nurses return to school for per- school, he or she may suffer role SOnal satisfaction, to fulfill reqUirementS for Certification Or graduate conflict and strain from the chalschool, and to advance their careers and improve practice. A group lenge of juggling schedules.” One of students enrolled in an RN to BSN program were surveyed to deter- author reported that RNs face time mine their perceptions of the difficulties and rewards of returning to and energy constraints in addition school. This article shares their insights and advice for other RNS to the problem of scheduling variwishing to pursue a BSN. AORN J 77 (March 2003) 598-608. ous activities and obligations TERESA LEONARD, RN
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around their school schedules.‘‘ Other authors found that money was an important issue and often a deterrent for RNs who want to return to ~ c h o o l . ’ ~ THE SURVEY To provide helpful advice for RNs wishing to continue their education, an informal survey was conducted among students enrolled in two courses in the Flex-Track RN to BSN Online Program at the University of North Alabama (UNA), Florence. The Flex-Track program is entirely Internet-based, so RNs can complete the professional components of the bachelor’s degree online without ever coming to campus. Thirty-six students participated in the survey in December 2001. The average age of participants was 38.8, and they averaged nine years practicing as RNs. The majority of the students were female (86.1%), married (66.7%), parents (69.4%), and working hll-time in nursing (88.9%). Most of the students worked in hospitals (83.3%), and the mean annual salary was $43,186. The students surveyed gave three main reasons for returning to school-personal satisfaction (33.3%), the desire to attend graduate school (30.6%), and the desire for career advancement and to receive promotions (30.6%). They also cited three major obstacles to enrolling in school4ificulty juggling a school schedule with other obligations (66.7%), family concerns (22.2%), and financial concerns ( 1 6.7%). These incentives and concerns correspond with those identified in the literature. This article shares the students’ written responses to the survey. Responses are classified under the headings “contemplating,” “planning,” and “experiencing.” These classifications identify the stages the students traversed to reach the current point in their educational process. Most of these students graduated in 2001 and 2002. CONTEMPLATING
In the first stage, an RN considers returning to school. During this time, he or she will evaluate the pros and cons of this decision. The RN students surveyed discussed six issues that are typical for RNs who contemplate returning to school. These include age, income changes, professional and practice enhancements, time management, nonmonetary benefits, and financing a BSN education. Age. Students frequently commented that many of their colleagues think they are too old to return to school; however, the UNA students viewed the issue
of age as merely an excuse for many. Survey participants ranged in age from 22 to 56, with 33% older than age 40 and 16% older than age 45. The average age was nearly 39. A 56-year-old home health care nurse who returned to school after 30 years of nursing said, “I do not think you are ever too old to learn. Just think of the experience you can bring to the group of learners. You can share history if nothing else. How wonderfd your experience is to the novice.” A 53-year-old perioperative clinician who became a nurse at age 43 said,
I had been out of school for 22 years. When I was 39 years old, I went to nursing school. My kids were practically grown, and I wanted to accomplish this educational goal. I have been an RN for I0 years and am now working toward my BSN. I f I can do it, anyone can. The prevailing opinion of those surveyed was that learning has no age limit. Students also believed their colleagues use age as an excuse to mask their real reasons for not returning to school, whatever those reasons might be. Income changes. One of the issues addressed in the survey was the lack of financial rewards for earning a BSN. Many agreed that in lateral positions, there is little difference in the salaries of nurses with ADS, diplomas, and BSNs in the facilities where they are employed. Students said that earning a BSN, however, will make them more marketable and qualify them for promotions that generally carry pay increases. Many of the nurses envision a future in which salary differentials will be greater for a nurse with a BSN compared to a nurse with an AD or a diploma. The majority of the students surveyed cited personal satisfaction as more important than salary increases. Additionally, they reported that academic learning better equips them to understand health care bureaucracy and policies, navigate the political system, and act as change agents and patient advocates. One 38-years-old student sees education as a professional obligation saying, “Elevating our profession through education should be a goal for all RNs. This will advance the profession, and I feel it will make it a more respected field for future generations to go into.” Another student expressed her opinion as follows.
I want to be able to be prepared to negotiate
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the political system, to remove artificial barriers that limit my profession’s ability to practice in the best interest of the patient. . . . I think in thefuture the nurse must look at her role in the overall scheme of health care, of the range of nursing’s skill and the scopes of practice, and the relationships between nursing care and the positive outcomes ofpatients. We will be called on to demonstrate jlexibili&, accountability, and leadership. I think education will help me preparefor this challenge.
changed them personally. One 39-year-old student said,
Commenting on the personal aspect of earning a BSN, a 25-year-old student said,
It might not make you a better nurse, but it wiN dejnitely make you a better person. Education he@ you to expand your horizons. It is much the same as travel. You cannot go to a foreign country and not be changed in some way. Your opinions and outlook on life change when you have more information and experiences @om which to draw.
A@ school experience in theory and community this semester caused me to think past what I know or think is true. It made me explore emotions and theories that are in use and wonder about those not explored yet. It made me a better nurse and I think a better person.
Another said,
Money should never be the motivation for returning to school. Even i f your facility does not pay more for higher education, there will be a wider range ofjob opportunities; however; the most important thing is the knowledge increase and self-satisfaction that comes @om continuing education.
Many of the nurses said that BSN education changed their practice in subtle ways, including increased thought and reasoning, questioning, patient advocacy, and involvement in authoring and revising policies and procedures. One nurse summarized the sentiments of the majority.
Professional and practice enhancements. One disincentive for pursuing a BSN education that was discussed in the survey is the opinion of many nurses that hrther education will not make a person a better nurse. Several of the participating students mentioned that this school of thought is prevalent among their colleagues. Overwhelmingly, students who participated in the survey believed that their nursing practice improved in ways they never would have realized before enrolling in a BSN program. One student said.
[Going back to school] actually will [make one a better nurse]. I’m seeing a different side of nursingjust by taking my first two BSN classes, ethics and theory. They have changed the way I look at the patient.
I have been a nurse for 21 years and also I thought [that education does not make a better nurse]. Things are newer and more improved; it helped me want to make a difference again for my patients. Another said. It will make you a better nurse because it will enhance your leadership skills. It teaches you how to conduct and utilize research more effectively. Also, it provides you with a new outlook and understanding of nursing theory as it relates to your practice. Some nurses reported that BSN education has
Time management. Finding the time to devote to school and other activities is one issue that all the students grappled with before entering school and faced after they enrolled. The majority of the students said that they chose an online program because scheduling is much more flexible than in a traditional program. They admitted that online education required more of a time investment than they had planned but, because of the flexibility of asynchronous education, they were able to work classes into their busy schedules. The students believed that scheduling and prioritizing are the key elements to successfully completing a BSN program, both for online and traditional students. One student stated, “People make time for what is important to them. You have to ask yourself what your priorities are.” Another said,
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Online courses give you more ,flexibility with your time. Once I planned my time for school, I uctirully wus able to see that I wasted a lot of time. and because there is no set time to attend class, I was able to rearrange mji time as needed to,fit changes in my lye.
using two criteria-importance (Table 1) and difficulty (Table 2). Selecting a school. The majority of students believed that school selection was the most important issue. Students advocated making an informed choice that considers personal goals and needs. “Be very choosy,” a 26-year-old RN student advised. Key items to consider include flexible scheduling, prerequisite courses, acceptance of transfer credits, the school’s reputation and accreditation, anticipated time investment, and cost. One 44-year-old who reentered the academic environment after 20 years reported,
Most of the students agreed that organizing tasks and budgeting time are very important. Procrastination must be avoided to maximize productivity. They believed that BSN education is manageable if one makes it a priority and uses his or her time wisely. Nonmonetary benefits. The majority of the students surveyed evaluated the benefits of BSN education before making the decision to enroll in school and now are more acutely aware of those benefits. Many of the nurses view their BSN education as a good decision that has rewarded them immensely. One 44year-old student typified the feelings of the group.
I spent many hours checking out dijferent schools and their requirements needed to graduate. Also I looked into the graduation rate of the school. What would it cost to obtain my degree? Is the school accredited?
The benefits ure rewarding both personally and professionally. Personalb, I feel a sense of achievement und satisjiaction knowing I have accomplished such a signlficunt task. Profesiotially, the information learned has increased my work performance and potential as well as m-v nursing knowledge. Other benefits the nurses cited included the opinion that education makes a person more well-rounded, increases market value, renews energy and interest in nursing, provides the opportunity to network with other nursing professionals, and provides tools for improving patient care. Many said that BSN education already has changed the way they practice nursing and has improved their care of patients. Financing the BSN. The availability of financial resources is a major factor in the decision to return to school. Students participating in this survey used a combination of funding sources, including personal savings, employer tuition reimbursement, scholarships, grants, and loans. PUNNING
After making the decision to return to school, a prospective student must formalize his or her plans. Significant items that should be a part of these plans include selecting a school, applying to a school, acquiring transcripts, obtaining financial aid, requesting references and letters of recommendation, and interviewing. Students rated these and other items
Other students suggested talking with current students or recent graduates of the schools being considered and also warned prospective students against placing undue emphasis on cost. “Talk with persons who have completed the courses. . . . School is costly, but I don’t think you can put a price on knowledge.” Selecting a school was rated as the most difficult item on the list. Most of the difficulties cited involved making comparisons among the numerous options available and deciding which was the best fit for the individual. Applying to a school. According to the students, the application process is the second most important aspect of the planning stage. They did not view the application process as difficult, but they found it time-consuming. Students advocated using online applications, which are available from many institutions. One student said, “If you don’t apply, you are assured of failure. Applying is relatively easy. Many schools have online applications that can be filled out and submitted online or printed out and mailed in.” Prospective students were advised to apply early and to apply to more than one institution. Students also cautioned prospective students to be aware of deadlines, keep good records of their activities, and keep copies of various documents and forms. One student advised, Be sure to look at the timetable for applying and avoid delayed entry or late fees. A student should read all the information in the application packet to make sure all the entry
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Table 1 Have a personaljle with license number and insurance you carry and any personal references. Record keeping is a must!
IMPORTANCE OF PLANNING ITEMS
Item Selecting a school
Importance* 9.5
Applying to a school
8.3
Acquiring transcripts
7.7
Obtaining financial aid
7.1
Requesting references/ letters of recommendation
7.0
Interviewing
6.4
Preparing a portfolio/ curriculum vitae/resume
6.0
Writing a philosophy
5.4
* Mean score from students’ ratings on a scale of 1 to 10, with 10 being the most important.
Table 2
Several students recommended that prospective students find out the names of contact people at the institution being considered and meet with the people involved in the RN to BSN program. Doing so establishes a relationship that may facilitate problem-solving in the hture. The majority of students surveyed advised allowing ample time during the application process and after acceptance is granted to “tie up loose ends.” Acquiring transcripts. The third most important item in the planning stage, as determined by the RN students, is acquiring transcripts. Students suggested starting this process early and requesting transcripts from all colleges attended. Transcripts should be sent to all schools being considered. Several participants advised prospective students to keep a copy of their transcripts for their personal records and for advisement purposes. One student said,
DlFFlCULNOF PLANNING ITEMS
Item Selecting a school
It is important to get all of your transcripts together during your planning stage. There might be classes required that you have taken before so you need to get credit for these and some classes might not transfer to your school for credit.
Difficulty* 6.7
Obtaining financial aid
6.7
Interviewing
6.4
Preparing a portfolio/ curriculum vitae/resume
6.1
Writing a philosophy
6.1
Requesting references/ letters of recommendation
5.8
Applying to a school
5.3
Acquiring transcripts
5.3
* Mean score from students’ ratings on a scale of 1 to 10, with 10 being the most difficult.
requirements are met. Always keep a current catalog for each semester on hand-this contains valuable information regardingphone numbers [and other information]. Another student advised: Make sure you have all the names, numbers, fares9 etc. of schools that you have attended.
Some of the students also suggested keeping copies of official transcripts in the original, sealed envelope. One 33-year-old RN said, “This [acquiring transcripts] is a pain! I suggest having the school send you as many as they will allow at one time in unopened envelopes, so you can mail them when you need them.” Time is an important factor to consider when acquiring transcripts. The entire process can take from one week to several months. In addition to starting the request process early, students advised eliminating mail delays. Many institutions have online request forms that will facilitate the process. Students also recommended that, when feasible, applicants should pick up their transcripts in person and hand deliver them to the institutions being considered. Students warned that delays in processing transcript requests are more likely to occur if one has attended several institutions in the past; if any of the schools attended have closed, merged with other 604
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authority for nursing scholarships and loan repayments for student nurses.I6 Whatever the prospective source of financial aid, participants strongly advised potential students to fill out applications thoroughly and send them in early. One student, speaking from experience, reported,
institutions, or undergone major organizational changes; or if it has been 10 years or more since a particular institution was attended. After transcripts are requested, the RN should check with both sending and receiving institutions periodically to monitor the status of the process. Students rated the transcript process as the least difficult of the eight items. The main difficulty is the time involved. Obtaining financial aid The next most important issue in the planning stage is seeking and obtaining financial assistance for tuition and other school expenses. The students advised seeking a number of sources of financial aid and applying as early as possible. The first two sources to investigate are tuition reimbursement programs at the place of employment and financial aid programs and packets available at the educational institution being considered. One 3 1year-old student advised, A visit to the school really needs to be made. Sometimes there is money available and aid available that you will not know about unless you go and ask for it. In Mississippi there is some type of funding for Mississippi residents; howevel; they do not advertise this finding. Students also identified several other sources of funding, including federal grants, fellowships, and scholarships sponsored by civic and professional organizations. Many financial aid sources provide online information and applications. Some online sources to investigate include http://fastweb.com, http://finaid.com, http://collegefunds.com, http://collegefimds.net, and http://studentaid.ed.gov. Other sources of funding are specialty organizations, such as AORN and the American Association of Critical-Care Nurses (AACN). Many organizations have web sites that contain scholarship information. AORN scholarship information is available on AORN Online at http://www.aom.org/foundation /scholarship.htm, and AACN scholarship information is available at http://www.aacn.org/AACN/practice .nsf/adOca3b3bdb4f3328825698 1006fa692/2241 W4 03~30dfdd88256809007e 1cef?OpenDocument. The recent passage of the Nurse Reinvestment Act by the US Congress may ensure that more finds are available for nursing education. This act is an attempt to address the nursing shortage and provides
Financial papers need to be,filled out at least six weeks prior to starting school or sooner than that. Sometimes the paperwork will be sent back for additional information that was accidentally omitted. It will definitely hold up everything jf-vou truly depend on that money. Another student said, The key to getting scholarships and financial aid is to apply early and make sure all applications are filled out thoroughly; don ’t leave spaces blank. If it doesn ’t apply put not applicable in the space. Apply to as many sources as you canfind. Students rated the financial aid process equal to choosing a school with respect to difficulty. Much of this difficulty can be eliminated by accurately and thoroughly filling out applications and by meeting deadlines. Requesting references and letters of recommendation. Reference requests should be addressed to people who have both professional and personal knowledge of the applicant, according to the students surveyed. These people include colleagues, coworkers, supervisors, professors, and employers. Deemed as somewhat important (ie, fifth on the list) by students and rated low in difficulty (ie, sixth on the list), reference requests should be made in person if possible. A 28-year-old student advised, “I feel that you should always ask for these in person, and you should ask someone who has a lot of contact with you personally or professionally. Always ask someone you know relatively well.” Interviewing. The interview process was not rated high in importance, but it rated third in difficulty. The advice students had for their colleagues was be yoursele be honest; dress appropriately; and bring pertinent documents, such as unofficial transcripts, letters of recommendation, and resumes. One student advised, Always dress [professionally], arrive I0
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four years and the beginning of the semester was rough, but I found my groove within a few weeks.
minutes early, have letters of recommendation and rksumk. Answer questions appropriately and ofer examples if you have any. Always make sure you know what you are talking about before you give an answer;, dont just try to wing it.
Another student who had been out of school for three decades said, For me learning to manage my time and s t u 4 in a routine was a real challenge when I began. . . . I had to balance a heavy and demanding work schedule with learning how to operate the computer and meet the school deadlines. I had to get back into the routine of studying for a test. . . . I made 69 on m y j r s t exam. I felt so dumb and wanted to throw in the towel. . . . I really tried very hard and got in the swing of things. I was able to make an A on thejnal exam afrer much study but, oh, the feeling of accomplishment. I j n d that learning is such fun.
Another said, Prior to the interview, get plenty of rest. List questions that you want to ask that are critical to the interview. Always carry a pen and nice notebook. Dress professionally. Carry a copy ofyour rksumk or educational experience. Students also advocated practicing before the interview to help alleviate anxieties. They advised that during the interview one should exude confidence without appearing arrogant. Other items. Other items students rated were preparing a portfolio, curriculum vitae, or resum6 and writing a philosophy. The University of North Alabama requires none of these items for admission; thus the students rated these low in importance and only moderately difficult. The majority of participants, however, recommended that these items be prepared professionally or that the prospective student use some type of reference to assist in constructing these items. EXPERIENCING
Students were asked to reflect on their experiences since enrolling in a BSN program. They responded to five questions about their progress through the Flex Track RN to BSN program. The questions addressed the problems and the pleasures of returning to school. Dt@Cult experiences. The first question in this section of the survey inquired about the most difficult aspect of returning to school. More than 90% of the students identified scheduling and time concerns as the most difficult problem. They reported having to give up time with their spouses, children, other family members, and friends and having to forgo much of their leisure time. They also reported problems developing efficient study methods and study schedules. A 26-year-old maternity nurse related the following. Getting back into the studying mode-reading and getting all assignments done on time [was difficult]. I’ve been out of school for almost
Students also reported having to make major adjustments in their work schedules and hours. Although the average number of hours worked by the students per week was 38.7, some students wrote that they had reduced their work hours due to the demands of school. Other difficulties reported were meeting financial obligations and learning computer technology. Surprising experiences. When asked about the surprises they encountered in reentering an academic environment, students reported that they had not realized before how much a baccalaureate education would help them professionally. One 44-year-old said she was surprised by how much I was able to apply the information learned in school to my professional career The leadership class I took during the spring semester focused on change theory during a time of major change at the hospital where I worked. The research and theory learned in the summer and this semester will change the way the policies are written in my department. Another student expressed surprise that she now feels more empowered in her current position because of her education. She wrote, “I’m really learning how to empower myself and how to facilitate change.” Other students were surprised about how much they had learned and how much they
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uling, and the experience of “delving deeper into nursing.” Most of the participants were surprised that BSN education could be so enjoyable. Reflecting on the decision. Students were asked, “lf you had it to do over would you enroll in BSN education again?’ The unanimous answer was yes. When asked whether they would do anything differently, one-third of the students said they would have enrolled sooner. Two students said they would have enrolled in a BSN program initially rather than a twoyear program, and two students expressed a preference for on-campus rather than online education. Several reported that they would complete general education courses before enrolling in the BSN program to decrease their school workload. Overall, students were satisfied with the choice they made. These nurses reported that they are encouraging their colleagues with ADS and diplomas to pursue BSN education. Additional tbs. At the end of the survey, participants were asked whether they had any other comments or advice for prospective RN to BSN students. The responses to this question varied greatly in content, but the prevailing comments addressed the positive aspects of BSN education. “You will learn more that you ever thought you would. A lot of the learning will be about yourself’ (34-year-old male). “If you think you are a good AD nurse, then you will be a great BSN nurse” (25-year-old female). “New insights will be opened to you that you didn’t know you had. The old humdrum job will appear to have a fresh coat of paint” (32-year-old male). Other comments offered advice for alleviating stress and successhlly completing a degree program. “Network with other students” (32-year-old female). “Just keep your focus and drive to complete the program; ask for help when you need it, but you are the key to your own success” (26-year-old female). “Stay ahead with the work if possible, and don’t get behind. Organize and plan to spend as much time as needed to do a good job” (53-year-old female).
were enjoying the education process. A 40-year-old student expressed this sentiment.
[I was surprised] that I would love it at my age considering I hated school all throughout my life. It is interesting and exciting for me to learn new things. I am more open to the thought that maybe I don? know everything like I thought I did as a kid. I have matured andjnd that education is the ticket to get anywhere in life. Another nurse said,
I think the thing that has surprised me the most is how much I enjoy doing something for myselfandfor the profession I love. I am a busy wife and mother; and I realized that it is just as importantfor me to get an education as it isfor my children. Pleasant experiences. In addition to difficult and surprising experiences, students listed the most pleasant aspects of their education to date. Overall, they found the sense of accomplishment rewarding and the exposure to new people, places, and knowledge extremely satisfying. One nurse reported,
[I enjoyed] talking with other students, some from across the world, eight hours away. I enjoyed hearing about what Ypes of practice they were in and the class discussions. I’ve really enjoyed this semester and looked forward to logging on and seeing what was new for the day. . . . I don ‘t remember a day that I wished I wasn ’t in [the RN to BSN program]. I had many . . . [bad days] in the associate program. Of the personal gratification received from education. another nurse said:
[I enjoy] the personal satisfaction of knowing I CAN do it and getting the grades to show it. I feel proud that at m,v age (55) I am still able to ,further mv. education and improve myself as a person and as a nurse.
SUMMARY
Other pleasant experiences expressed included the advantage of not having to commute to campus and deal with traffic and parking, the flexibility of sched-
Although the nurses who participated in this survey had to overcome some obstacles to pursue a BSN education and have faced some significant problems
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since entering school, they unanimously support the education process and believe their educational experiences are valuable. The obstacles they faced reflect those described in the literature as reasons that RNs hesitate to reenter an academic environment. The RNs surveyed felt that the benefits of BSN education far outweighed any difficulties they encountered. They viewed BSN education as an enhancement to NOTES I . M J Ventura, “The 1997 earnings survey-Slow gains, high earnings,” RN 60 (October 1997) 40-48. 2. B P Giordano, L J Henderson, LA Castle, “Returning to school is an excellent way to counteract the glacial cold of a stalled career and rekindle your passion for nursing,” (Editorial)AORN Journal 65 (March 1997) 502-504; R Krawczyk, “Returning to school: Ten considerations in choosing a BSN program,” Journal of Continuing Education in Nursing 28 (JanuaryFebruary 1997) 32-38. 3. M Mannion et al, ‘School phobia: RN to BSN?” Nzrrsing Munugement 24 (June 1993) 68. 4. The Registered Nurse PopuIution: FindingsjPom the National Sumple SurvvL?/of Registered NursesMarch 2000, US Department of Health and Human Services, Health Resources and Services Administration, Division of Nursing, http://bhpr.hrsa.gov/healthwork forceireportsirnsurveyirnss 1.htm (accessed 14 Jan 2003). 5. M L Rather, ‘Schooling for oppression: A critical hermeneutical analysis of the lived experience of the returning RN student,” Journal of NurJing Education 33 (June 1994)
their professional practices and a personal asset. They encourage their colleagues to pursue BSN education for personal rewards and to advance the nursing profession. A
Teresa Leonard, RN, PhD, is an associate professor of nursing, Universiy of North Alabama, Florence.
263-271. 6. The.Registered Nurse Population: Findingsfi.om the National Sample Survey of Registered NursesMarch 2000. 7. Mannion et al, “School phobia: RN to BSN?’ 68. 8. M Stewart, “Mission possible: Getting a BSN,” American Nurse 30 (MarcWApril 1998) 12-14. 9. Mannion et al, “School phobia: RN to BSN?’ 68. 10. C A Lengacher, “Development of a predictive model for role strain in registered nurses returning to school,” Journal of Nursing Education 32 (September 1993) 301308. 1 I . J Fotos, “Characteristics of RN students continuing their education in a BS program,” Journal of Continuing Education in Nursing 18 (July/August 1987) 1 18-122. 12. R Davidhizar, J N Giger, C Reed, “RN to BSN: Avoiding the pitfalls,” Health Care Supervisor 12 (September 1993) 48-56. 13. J A Campaniello, “When professional nurses return to school: A study of role conflict and well-being in multiple-role women,” Journal of Professional Nursing 4 (MarchlApril 1988) 136-140; L C Hersey, “An RN to BSN survival guide,” American
Journal of Nursing 93 (June 1993) 36-37; C Huston et al, “The RNBSN bridge course: Transitioning the re-entry learner,” Journal of Continuing Education in Nursing 32 (NovemberIDecember 200 1) 250253; Lengacher, “Development of a predictive model for role strain in registered nurses returning to school,” 301-308; R A Oehlkers, C C Gibson, “Learner support experienced by R N s in a collaborative distance RN-to-BSN program,” Journal of Continuing Education in Nursing 32 (November/December 2001) 266273; V Reese, “When Mom goes back to school,” Nursing 22 (November 1992) 115-1 16. 14. M Mattera, “BSN on your terms!” RN 63 (May 2000) 7. 15. Krawczyk, “Returning to school: Ten considerations in choosing a BSN program,” 32-38; Mannion et al, “School phobia: RN to BSN?” 68. 16. “Final congressional action: House, Senate pass nurse reinvestment act; VA nurse bill cleared for President’s signature,” (2001) American Nurses Association, http:/lwww.ana.orgigova/federallnew s/reinvest.htm (accessed 14 Jan 2003).
Fourth Poster Session Increases Contact Hours for Congress As a result of an outstanding response to the call for Clinical Improvementhnovation Posters for the 50th annual AORN Congress in Chicago, a fourth poster session has been added to the Congress schedule. This will increase the number of contact hours that may be earned for reviewing Clinical
Improvementhnovation posters by 1.2 contact hours. A total of 60 Clinical Improvementl Innovation Posters will be on display. The maximum number of contact hours a nondelegate may earn at Congress is now 34.9, and the maximum a delegate may earn is 25.7.
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RN to BSN-Advice On Returning to School
A
n R ” s decision to return to school to pursue a baccalaureate degree is multifaceted. Most RNs receive no monetary incentive for earning a bachelor of science in nursing (BSN) degree;’ they return to pursue the degree for other reasons, including personal growth, to improve critical thinking skills, or as a requirement for specialty certification or graduate school entrance.’ Other key benefits of a baccalaureate education include increased self-direction, improved ethical conduct, enhanced performance, increased responsibility, and professional enhancement.’ More than 50% of RNs in the United States have an associate’s degree (AD) or diploma as their highest level of educational preparation. According to US Department of Health and Human Services Division of Nursing statistics, nurses with ADS and diplomas make up 34.3% and 22.3% of the RN population, respectively, and 32.7% have BSN degrees.‘ Registered nurses with ADS and diplomas, however, have become one of the fastest growing groups of students enrolled in baccalaureate schools of nursing.’ In the year 2000, 16% of nurses who initially
earned ADS and 24% of nurses who initially earned diplomas were reported to have obtained additional academic nursing education or nursing-related degrees.b RMEW
According to the literature, RNs often are hesitant to reenter the academic environment, and when they do, they commonly are presented with a plethora of challenges. One group of authors identified several disincentives to RNs considering returning to school, including services, credit transfer, finances, geographic accessibility, and nonavailability of courses in areas of interest.’ Another author cited difficulty in getting credit for diplomas as a disincentive for RNs returning to school.’ Registered nurses fear returning to school because they do not feel they can manage both work and school in addition to their personal life.’ The majority of RNs returning to school are confronted simultaneously with the roles of parent, employee, student, and homemaker.”’ A 1987 comparison of RN students to general studies students found that RNs tended to be older, employed full time, married with children, and commuters to campus.’’Some RN students are single parents A B S T R A C T with small children.” In spite of Registered nurses who return to school to pursue a bachelor’s these challenges, RNs are returndegree face many challenges, including scheduling, family, and ing to school in increasing numfinancial concerns. Despite these issues, RNS with an associate’s bers for a variety of reasons. degree or diploma are among the fastest growing groups of bachelor After an RN is enrolled in of science in nursing (BSN) students. Nurses return to school for per- school, he or she may suffer role SOnal satisfaction, to fulfill reqUirementS for Certification Or graduate conflict and strain from the chalschool, and to advance their careers and improve practice. A group lenge of juggling schedules.” One of students enrolled in an RN to BSN program were surveyed to deter- author reported that RNs face time mine their perceptions of the difficulties and rewards of returning to and energy constraints in addition school. This article shares their insights and advice for other RNS to the problem of scheduling variwishing to pursue a BSN. AORN J 77 (March 2003) 598-608. ous activities and obligations TERESA LEONARD, RN
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around their school schedules.‘‘ Other authors found that money was an important issue and often a deterrent for RNs who want to return to ~ c h o o l . ’ ~ THE SURVEY To provide helpful advice for RNs wishing to continue their education, an informal survey was conducted among students enrolled in two courses in the Flex-Track RN to BSN Online Program at the University of North Alabama (UNA), Florence. The Flex-Track program is entirely Internet-based, so RNs can complete the professional components of the bachelor’s degree online without ever coming to campus. Thirty-six students participated in the survey in December 2001. The average age of participants was 38.8, and they averaged nine years practicing as RNs. The majority of the students were female (86.1%), married (66.7%), parents (69.4%), and working hll-time in nursing (88.9%). Most of the students worked in hospitals (83.3%), and the mean annual salary was $43,186. The students surveyed gave three main reasons for returning to school-personal satisfaction (33.3%), the desire to attend graduate school (30.6%), and the desire for career advancement and to receive promotions (30.6%). They also cited three major obstacles to enrolling in school4ificulty juggling a school schedule with other obligations (66.7%), family concerns (22.2%), and financial concerns ( 1 6.7%). These incentives and concerns correspond with those identified in the literature. This article shares the students’ written responses to the survey. Responses are classified under the headings “contemplating,” “planning,” and “experiencing.” These classifications identify the stages the students traversed to reach the current point in their educational process. Most of these students graduated in 2001 and 2002. CONTEMPLATING
In the first stage, an RN considers returning to school. During this time, he or she will evaluate the pros and cons of this decision. The RN students surveyed discussed six issues that are typical for RNs who contemplate returning to school. These include age, income changes, professional and practice enhancements, time management, nonmonetary benefits, and financing a BSN education. Age. Students frequently commented that many of their colleagues think they are too old to return to school; however, the UNA students viewed the issue
of age as merely an excuse for many. Survey participants ranged in age from 22 to 56, with 33% older than age 40 and 16% older than age 45. The average age was nearly 39. A 56-year-old home health care nurse who returned to school after 30 years of nursing said, “I do not think you are ever too old to learn. Just think of the experience you can bring to the group of learners. You can share history if nothing else. How wonderfd your experience is to the novice.” A 53-year-old perioperative clinician who became a nurse at age 43 said,
I had been out of school for 22 years. When I was 39 years old, I went to nursing school. My kids were practically grown, and I wanted to accomplish this educational goal. I have been an RN for I0 years and am now working toward my BSN. I f I can do it, anyone can. The prevailing opinion of those surveyed was that learning has no age limit. Students also believed their colleagues use age as an excuse to mask their real reasons for not returning to school, whatever those reasons might be. Income changes. One of the issues addressed in the survey was the lack of financial rewards for earning a BSN. Many agreed that in lateral positions, there is little difference in the salaries of nurses with ADS, diplomas, and BSNs in the facilities where they are employed. Students said that earning a BSN, however, will make them more marketable and qualify them for promotions that generally carry pay increases. Many of the nurses envision a future in which salary differentials will be greater for a nurse with a BSN compared to a nurse with an AD or a diploma. The majority of the students surveyed cited personal satisfaction as more important than salary increases. Additionally, they reported that academic learning better equips them to understand health care bureaucracy and policies, navigate the political system, and act as change agents and patient advocates. One 38-years-old student sees education as a professional obligation saying, “Elevating our profession through education should be a goal for all RNs. This will advance the profession, and I feel it will make it a more respected field for future generations to go into.” Another student expressed her opinion as follows.
I want to be able to be prepared to negotiate
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the political system, to remove artificial barriers that limit my profession’s ability to practice in the best interest of the patient. . . . I think in thefuture the nurse must look at her role in the overall scheme of health care, of the range of nursing’s skill and the scopes of practice, and the relationships between nursing care and the positive outcomes ofpatients. We will be called on to demonstrate jlexibili&, accountability, and leadership. I think education will help me preparefor this challenge.
changed them personally. One 39-year-old student said,
Commenting on the personal aspect of earning a BSN, a 25-year-old student said,
It might not make you a better nurse, but it wiN dejnitely make you a better person. Education he@ you to expand your horizons. It is much the same as travel. You cannot go to a foreign country and not be changed in some way. Your opinions and outlook on life change when you have more information and experiences @om which to draw.
A@ school experience in theory and community this semester caused me to think past what I know or think is true. It made me explore emotions and theories that are in use and wonder about those not explored yet. It made me a better nurse and I think a better person.
Another said,
Money should never be the motivation for returning to school. Even i f your facility does not pay more for higher education, there will be a wider range ofjob opportunities; however; the most important thing is the knowledge increase and self-satisfaction that comes @om continuing education.
Many of the nurses said that BSN education changed their practice in subtle ways, including increased thought and reasoning, questioning, patient advocacy, and involvement in authoring and revising policies and procedures. One nurse summarized the sentiments of the majority.
Professional and practice enhancements. One disincentive for pursuing a BSN education that was discussed in the survey is the opinion of many nurses that hrther education will not make a person a better nurse. Several of the participating students mentioned that this school of thought is prevalent among their colleagues. Overwhelmingly, students who participated in the survey believed that their nursing practice improved in ways they never would have realized before enrolling in a BSN program. One student said.
[Going back to school] actually will [make one a better nurse]. I’m seeing a different side of nursingjust by taking my first two BSN classes, ethics and theory. They have changed the way I look at the patient.
I have been a nurse for 21 years and also I thought [that education does not make a better nurse]. Things are newer and more improved; it helped me want to make a difference again for my patients. Another said. It will make you a better nurse because it will enhance your leadership skills. It teaches you how to conduct and utilize research more effectively. Also, it provides you with a new outlook and understanding of nursing theory as it relates to your practice. Some nurses reported that BSN education has
Time management. Finding the time to devote to school and other activities is one issue that all the students grappled with before entering school and faced after they enrolled. The majority of the students said that they chose an online program because scheduling is much more flexible than in a traditional program. They admitted that online education required more of a time investment than they had planned but, because of the flexibility of asynchronous education, they were able to work classes into their busy schedules. The students believed that scheduling and prioritizing are the key elements to successfully completing a BSN program, both for online and traditional students. One student stated, “People make time for what is important to them. You have to ask yourself what your priorities are.” Another said,
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Online courses give you more ,flexibility with your time. Once I planned my time for school, I uctirully wus able to see that I wasted a lot of time. and because there is no set time to attend class, I was able to rearrange mji time as needed to,fit changes in my lye.
using two criteria-importance (Table 1) and difficulty (Table 2). Selecting a school. The majority of students believed that school selection was the most important issue. Students advocated making an informed choice that considers personal goals and needs. “Be very choosy,” a 26-year-old RN student advised. Key items to consider include flexible scheduling, prerequisite courses, acceptance of transfer credits, the school’s reputation and accreditation, anticipated time investment, and cost. One 44-year-old who reentered the academic environment after 20 years reported,
Most of the students agreed that organizing tasks and budgeting time are very important. Procrastination must be avoided to maximize productivity. They believed that BSN education is manageable if one makes it a priority and uses his or her time wisely. Nonmonetary benefits. The majority of the students surveyed evaluated the benefits of BSN education before making the decision to enroll in school and now are more acutely aware of those benefits. Many of the nurses view their BSN education as a good decision that has rewarded them immensely. One 44year-old student typified the feelings of the group.
I spent many hours checking out dijferent schools and their requirements needed to graduate. Also I looked into the graduation rate of the school. What would it cost to obtain my degree? Is the school accredited?
The benefits ure rewarding both personally and professionally. Personalb, I feel a sense of achievement und satisjiaction knowing I have accomplished such a signlficunt task. Profesiotially, the information learned has increased my work performance and potential as well as m-v nursing knowledge. Other benefits the nurses cited included the opinion that education makes a person more well-rounded, increases market value, renews energy and interest in nursing, provides the opportunity to network with other nursing professionals, and provides tools for improving patient care. Many said that BSN education already has changed the way they practice nursing and has improved their care of patients. Financing the BSN. The availability of financial resources is a major factor in the decision to return to school. Students participating in this survey used a combination of funding sources, including personal savings, employer tuition reimbursement, scholarships, grants, and loans. PUNNING
After making the decision to return to school, a prospective student must formalize his or her plans. Significant items that should be a part of these plans include selecting a school, applying to a school, acquiring transcripts, obtaining financial aid, requesting references and letters of recommendation, and interviewing. Students rated these and other items
Other students suggested talking with current students or recent graduates of the schools being considered and also warned prospective students against placing undue emphasis on cost. “Talk with persons who have completed the courses. . . . School is costly, but I don’t think you can put a price on knowledge.” Selecting a school was rated as the most difficult item on the list. Most of the difficulties cited involved making comparisons among the numerous options available and deciding which was the best fit for the individual. Applying to a school. According to the students, the application process is the second most important aspect of the planning stage. They did not view the application process as difficult, but they found it time-consuming. Students advocated using online applications, which are available from many institutions. One student said, “If you don’t apply, you are assured of failure. Applying is relatively easy. Many schools have online applications that can be filled out and submitted online or printed out and mailed in.” Prospective students were advised to apply early and to apply to more than one institution. Students also cautioned prospective students to be aware of deadlines, keep good records of their activities, and keep copies of various documents and forms. One student advised, Be sure to look at the timetable for applying and avoid delayed entry or late fees. A student should read all the information in the application packet to make sure all the entry
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Table 1 Have a personaljle with license number and insurance you carry and any personal references. Record keeping is a must!
IMPORTANCE OF PLANNING ITEMS
Item Selecting a school
Importance* 9.5
Applying to a school
8.3
Acquiring transcripts
7.7
Obtaining financial aid
7.1
Requesting references/ letters of recommendation
7.0
Interviewing
6.4
Preparing a portfolio/ curriculum vitae/resume
6.0
Writing a philosophy
5.4
* Mean score from students’ ratings on a scale of 1 to 10, with 10 being the most important.
Table 2
Several students recommended that prospective students find out the names of contact people at the institution being considered and meet with the people involved in the RN to BSN program. Doing so establishes a relationship that may facilitate problem-solving in the hture. The majority of students surveyed advised allowing ample time during the application process and after acceptance is granted to “tie up loose ends.” Acquiring transcripts. The third most important item in the planning stage, as determined by the RN students, is acquiring transcripts. Students suggested starting this process early and requesting transcripts from all colleges attended. Transcripts should be sent to all schools being considered. Several participants advised prospective students to keep a copy of their transcripts for their personal records and for advisement purposes. One student said,
DlFFlCULNOF PLANNING ITEMS
Item Selecting a school
It is important to get all of your transcripts together during your planning stage. There might be classes required that you have taken before so you need to get credit for these and some classes might not transfer to your school for credit.
Difficulty* 6.7
Obtaining financial aid
6.7
Interviewing
6.4
Preparing a portfolio/ curriculum vitae/resume
6.1
Writing a philosophy
6.1
Requesting references/ letters of recommendation
5.8
Applying to a school
5.3
Acquiring transcripts
5.3
* Mean score from students’ ratings on a scale of 1 to 10, with 10 being the most difficult.
requirements are met. Always keep a current catalog for each semester on hand-this contains valuable information regardingphone numbers [and other information]. Another student advised: Make sure you have all the names, numbers, fares9 etc. of schools that you have attended.
Some of the students also suggested keeping copies of official transcripts in the original, sealed envelope. One 33-year-old RN said, “This [acquiring transcripts] is a pain! I suggest having the school send you as many as they will allow at one time in unopened envelopes, so you can mail them when you need them.” Time is an important factor to consider when acquiring transcripts. The entire process can take from one week to several months. In addition to starting the request process early, students advised eliminating mail delays. Many institutions have online request forms that will facilitate the process. Students also recommended that, when feasible, applicants should pick up their transcripts in person and hand deliver them to the institutions being considered. Students warned that delays in processing transcript requests are more likely to occur if one has attended several institutions in the past; if any of the schools attended have closed, merged with other 604
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authority for nursing scholarships and loan repayments for student nurses.I6 Whatever the prospective source of financial aid, participants strongly advised potential students to fill out applications thoroughly and send them in early. One student, speaking from experience, reported,
institutions, or undergone major organizational changes; or if it has been 10 years or more since a particular institution was attended. After transcripts are requested, the RN should check with both sending and receiving institutions periodically to monitor the status of the process. Students rated the transcript process as the least difficult of the eight items. The main difficulty is the time involved. Obtaining financial aid The next most important issue in the planning stage is seeking and obtaining financial assistance for tuition and other school expenses. The students advised seeking a number of sources of financial aid and applying as early as possible. The first two sources to investigate are tuition reimbursement programs at the place of employment and financial aid programs and packets available at the educational institution being considered. One 3 1year-old student advised, A visit to the school really needs to be made. Sometimes there is money available and aid available that you will not know about unless you go and ask for it. In Mississippi there is some type of funding for Mississippi residents; howevel; they do not advertise this finding. Students also identified several other sources of funding, including federal grants, fellowships, and scholarships sponsored by civic and professional organizations. Many financial aid sources provide online information and applications. Some online sources to investigate include http://fastweb.com, http://finaid.com, http://collegefunds.com, http://collegefimds.net, and http://studentaid.ed.gov. Other sources of funding are specialty organizations, such as AORN and the American Association of Critical-Care Nurses (AACN). Many organizations have web sites that contain scholarship information. AORN scholarship information is available on AORN Online at http://www.aom.org/foundation /scholarship.htm, and AACN scholarship information is available at http://www.aacn.org/AACN/practice .nsf/adOca3b3bdb4f3328825698 1006fa692/2241 W4 03~30dfdd88256809007e 1cef?OpenDocument. The recent passage of the Nurse Reinvestment Act by the US Congress may ensure that more finds are available for nursing education. This act is an attempt to address the nursing shortage and provides
Financial papers need to be,filled out at least six weeks prior to starting school or sooner than that. Sometimes the paperwork will be sent back for additional information that was accidentally omitted. It will definitely hold up everything jf-vou truly depend on that money. Another student said, The key to getting scholarships and financial aid is to apply early and make sure all applications are filled out thoroughly; don ’t leave spaces blank. If it doesn ’t apply put not applicable in the space. Apply to as many sources as you canfind. Students rated the financial aid process equal to choosing a school with respect to difficulty. Much of this difficulty can be eliminated by accurately and thoroughly filling out applications and by meeting deadlines. Requesting references and letters of recommendation. Reference requests should be addressed to people who have both professional and personal knowledge of the applicant, according to the students surveyed. These people include colleagues, coworkers, supervisors, professors, and employers. Deemed as somewhat important (ie, fifth on the list) by students and rated low in difficulty (ie, sixth on the list), reference requests should be made in person if possible. A 28-year-old student advised, “I feel that you should always ask for these in person, and you should ask someone who has a lot of contact with you personally or professionally. Always ask someone you know relatively well.” Interviewing. The interview process was not rated high in importance, but it rated third in difficulty. The advice students had for their colleagues was be yoursele be honest; dress appropriately; and bring pertinent documents, such as unofficial transcripts, letters of recommendation, and resumes. One student advised, Always dress [professionally], arrive I0
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four years and the beginning of the semester was rough, but I found my groove within a few weeks.
minutes early, have letters of recommendation and rksumk. Answer questions appropriately and ofer examples if you have any. Always make sure you know what you are talking about before you give an answer;, dont just try to wing it.
Another student who had been out of school for three decades said, For me learning to manage my time and s t u 4 in a routine was a real challenge when I began. . . . I had to balance a heavy and demanding work schedule with learning how to operate the computer and meet the school deadlines. I had to get back into the routine of studying for a test. . . . I made 69 on m y j r s t exam. I felt so dumb and wanted to throw in the towel. . . . I really tried very hard and got in the swing of things. I was able to make an A on thejnal exam afrer much study but, oh, the feeling of accomplishment. I j n d that learning is such fun.
Another said, Prior to the interview, get plenty of rest. List questions that you want to ask that are critical to the interview. Always carry a pen and nice notebook. Dress professionally. Carry a copy ofyour rksumk or educational experience. Students also advocated practicing before the interview to help alleviate anxieties. They advised that during the interview one should exude confidence without appearing arrogant. Other items. Other items students rated were preparing a portfolio, curriculum vitae, or resum6 and writing a philosophy. The University of North Alabama requires none of these items for admission; thus the students rated these low in importance and only moderately difficult. The majority of participants, however, recommended that these items be prepared professionally or that the prospective student use some type of reference to assist in constructing these items. EXPERIENCING
Students were asked to reflect on their experiences since enrolling in a BSN program. They responded to five questions about their progress through the Flex Track RN to BSN program. The questions addressed the problems and the pleasures of returning to school. Dt@Cult experiences. The first question in this section of the survey inquired about the most difficult aspect of returning to school. More than 90% of the students identified scheduling and time concerns as the most difficult problem. They reported having to give up time with their spouses, children, other family members, and friends and having to forgo much of their leisure time. They also reported problems developing efficient study methods and study schedules. A 26-year-old maternity nurse related the following. Getting back into the studying mode-reading and getting all assignments done on time [was difficult]. I’ve been out of school for almost
Students also reported having to make major adjustments in their work schedules and hours. Although the average number of hours worked by the students per week was 38.7, some students wrote that they had reduced their work hours due to the demands of school. Other difficulties reported were meeting financial obligations and learning computer technology. Surprising experiences. When asked about the surprises they encountered in reentering an academic environment, students reported that they had not realized before how much a baccalaureate education would help them professionally. One 44-year-old said she was surprised by how much I was able to apply the information learned in school to my professional career The leadership class I took during the spring semester focused on change theory during a time of major change at the hospital where I worked. The research and theory learned in the summer and this semester will change the way the policies are written in my department. Another student expressed surprise that she now feels more empowered in her current position because of her education. She wrote, “I’m really learning how to empower myself and how to facilitate change.” Other students were surprised about how much they had learned and how much they
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uling, and the experience of “delving deeper into nursing.” Most of the participants were surprised that BSN education could be so enjoyable. Reflecting on the decision. Students were asked, “lf you had it to do over would you enroll in BSN education again?’ The unanimous answer was yes. When asked whether they would do anything differently, one-third of the students said they would have enrolled sooner. Two students said they would have enrolled in a BSN program initially rather than a twoyear program, and two students expressed a preference for on-campus rather than online education. Several reported that they would complete general education courses before enrolling in the BSN program to decrease their school workload. Overall, students were satisfied with the choice they made. These nurses reported that they are encouraging their colleagues with ADS and diplomas to pursue BSN education. Additional tbs. At the end of the survey, participants were asked whether they had any other comments or advice for prospective RN to BSN students. The responses to this question varied greatly in content, but the prevailing comments addressed the positive aspects of BSN education. “You will learn more that you ever thought you would. A lot of the learning will be about yourself’ (34-year-old male). “If you think you are a good AD nurse, then you will be a great BSN nurse” (25-year-old female). “New insights will be opened to you that you didn’t know you had. The old humdrum job will appear to have a fresh coat of paint” (32-year-old male). Other comments offered advice for alleviating stress and successhlly completing a degree program. “Network with other students” (32-year-old female). “Just keep your focus and drive to complete the program; ask for help when you need it, but you are the key to your own success” (26-year-old female). “Stay ahead with the work if possible, and don’t get behind. Organize and plan to spend as much time as needed to do a good job” (53-year-old female).
were enjoying the education process. A 40-year-old student expressed this sentiment.
[I was surprised] that I would love it at my age considering I hated school all throughout my life. It is interesting and exciting for me to learn new things. I am more open to the thought that maybe I don? know everything like I thought I did as a kid. I have matured andjnd that education is the ticket to get anywhere in life. Another nurse said,
I think the thing that has surprised me the most is how much I enjoy doing something for myselfandfor the profession I love. I am a busy wife and mother; and I realized that it is just as importantfor me to get an education as it isfor my children. Pleasant experiences. In addition to difficult and surprising experiences, students listed the most pleasant aspects of their education to date. Overall, they found the sense of accomplishment rewarding and the exposure to new people, places, and knowledge extremely satisfying. One nurse reported,
[I enjoyed] talking with other students, some from across the world, eight hours away. I enjoyed hearing about what Ypes of practice they were in and the class discussions. I’ve really enjoyed this semester and looked forward to logging on and seeing what was new for the day. . . . I don ‘t remember a day that I wished I wasn ’t in [the RN to BSN program]. I had many . . . [bad days] in the associate program. Of the personal gratification received from education. another nurse said:
[I enjoy] the personal satisfaction of knowing I CAN do it and getting the grades to show it. I feel proud that at m,v age (55) I am still able to ,further mv. education and improve myself as a person and as a nurse.
SUMMARY
Other pleasant experiences expressed included the advantage of not having to commute to campus and deal with traffic and parking, the flexibility of sched-
Although the nurses who participated in this survey had to overcome some obstacles to pursue a BSN education and have faced some significant problems
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since entering school, they unanimously support the education process and believe their educational experiences are valuable. The obstacles they faced reflect those described in the literature as reasons that RNs hesitate to reenter an academic environment. The RNs surveyed felt that the benefits of BSN education far outweighed any difficulties they encountered. They viewed BSN education as an enhancement to NOTES I . M J Ventura, “The 1997 earnings survey-Slow gains, high earnings,” RN 60 (October 1997) 40-48. 2. B P Giordano, L J Henderson, LA Castle, “Returning to school is an excellent way to counteract the glacial cold of a stalled career and rekindle your passion for nursing,” (Editorial)AORN Journal 65 (March 1997) 502-504; R Krawczyk, “Returning to school: Ten considerations in choosing a BSN program,” Journal of Continuing Education in Nursing 28 (JanuaryFebruary 1997) 32-38. 3. M Mannion et al, ‘School phobia: RN to BSN?” Nzrrsing Munugement 24 (June 1993) 68. 4. The Registered Nurse PopuIution: FindingsjPom the National Sumple SurvvL?/of Registered NursesMarch 2000, US Department of Health and Human Services, Health Resources and Services Administration, Division of Nursing, http://bhpr.hrsa.gov/healthwork forceireportsirnsurveyirnss 1.htm (accessed 14 Jan 2003). 5. M L Rather, ‘Schooling for oppression: A critical hermeneutical analysis of the lived experience of the returning RN student,” Journal of NurJing Education 33 (June 1994)
their professional practices and a personal asset. They encourage their colleagues to pursue BSN education for personal rewards and to advance the nursing profession. A
Teresa Leonard, RN, PhD, is an associate professor of nursing, Universiy of North Alabama, Florence.
263-271. 6. The.Registered Nurse Population: Findingsfi.om the National Sample Survey of Registered NursesMarch 2000. 7. Mannion et al, “School phobia: RN to BSN?’ 68. 8. M Stewart, “Mission possible: Getting a BSN,” American Nurse 30 (MarcWApril 1998) 12-14. 9. Mannion et al, “School phobia: RN to BSN?’ 68. 10. C A Lengacher, “Development of a predictive model for role strain in registered nurses returning to school,” Journal of Nursing Education 32 (September 1993) 301308. 1 I . J Fotos, “Characteristics of RN students continuing their education in a BS program,” Journal of Continuing Education in Nursing 18 (July/August 1987) 1 18-122. 12. R Davidhizar, J N Giger, C Reed, “RN to BSN: Avoiding the pitfalls,” Health Care Supervisor 12 (September 1993) 48-56. 13. J A Campaniello, “When professional nurses return to school: A study of role conflict and well-being in multiple-role women,” Journal of Professional Nursing 4 (MarchlApril 1988) 136-140; L C Hersey, “An RN to BSN survival guide,” American
Journal of Nursing 93 (June 1993) 36-37; C Huston et al, “The RNBSN bridge course: Transitioning the re-entry learner,” Journal of Continuing Education in Nursing 32 (NovemberIDecember 200 1) 250253; Lengacher, “Development of a predictive model for role strain in registered nurses returning to school,” 301-308; R A Oehlkers, C C Gibson, “Learner support experienced by R N s in a collaborative distance RN-to-BSN program,” Journal of Continuing Education in Nursing 32 (November/December 2001) 266273; V Reese, “When Mom goes back to school,” Nursing 22 (November 1992) 115-1 16. 14. M Mattera, “BSN on your terms!” RN 63 (May 2000) 7. 15. Krawczyk, “Returning to school: Ten considerations in choosing a BSN program,” 32-38; Mannion et al, “School phobia: RN to BSN?” 68. 16. “Final congressional action: House, Senate pass nurse reinvestment act; VA nurse bill cleared for President’s signature,” (2001) American Nurses Association, http:/lwww.ana.orgigova/federallnew s/reinvest.htm (accessed 14 Jan 2003).
Fourth Poster Session Increases Contact Hours for Congress As a result of an outstanding response to the call for Clinical Improvementhnovation Posters for the 50th annual AORN Congress in Chicago, a fourth poster session has been added to the Congress schedule. This will increase the number of contact hours that may be earned for reviewing Clinical
Improvementhnovation posters by 1.2 contact hours. A total of 60 Clinical Improvementl Innovation Posters will be on display. The maximum number of contact hours a nondelegate may earn at Congress is now 34.9, and the maximum a delegate may earn is 25.7.
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