DIGITALMEANINGFUL LIFELONG LEARNING IN NURSING EDUCATION: BARRIERS, FACILITATORS, AND OUTCOMES
1 UOIT (CANADA)
2 George Brown College (CANADA)
3 Nipissing University (CANADA)
4 Trent University (CANADA)
5 Durham College (CANADA)
6 Georgian College (CANADA)
2 George Brown College (CANADA)
3 Nipissing University (CANADA)
4 Trent University (CANADA)
5 Durham College (CANADA)
6 Georgian College (CANADA)
About this paper:
Appears in: INTED2015 Proceedings
Publication year: 2015
Page: 7910 (abstract only)
ISBN: 978-84-606-5763-7
ISSN: 2340-1079
Publication year: 2015
Page: 7910 (abstract only)
ISBN: 978-84-606-5763-7
ISSN: 2340-1079
Conference name: 9th International Technology, Education and Development Conference
Dates: 2-4 March, 2015
Location: Madrid, Spain
Dates: 2-4 March, 2015
Location: Madrid, Spain
Abstract:
Education of nurses from one level to another is a global phenomenon (Cook, Dover, Dickson & Engh, 2010; Cubit & Lopez, 2011; Rapley, Davidson, Nathan, & Dhaliwal, 2008). However, it is not without challenges. Within the North American context, some nurse educators still believe that Registered Practical Nurses (RPN) should not be able to bridge into a BScN Program while being awarded credit for Practical Nursing courses. Nursing bridging education is often referred to disparagingly as a ‘backdoor’ route to becoming a Registered Nurse. In this sense, old politics of post-secondary education have infused the debate, with the college/university traditional divide rearing its head. This is an unsettling context within which to offer an RPN to BScN Bridging Program, prompting the need for rigorous evaluation of this type of educational offering. This presentation provides an overview of an expanded, six-partner evaluation of RPN-to-BScN bridging education in Ontario, Canada. Using a mixed-method design, student and faculty perceptions of barriers, facilitators, and outcomes of this type of educational innovation across a variety of program offerings was explored. This presentation will discuss outcomes of this study, including the merits and challenges of creating meaningful lifelong learning opportunities for nurses that lead to both enhanced professional development for individual nurses and overall advancement of the nursing profession.References:
[1] Cook, L., Dover, C., Dickson, M. & Engh, B. (2010) Returning to school: The challenges of the licensed practical nurse-to-registered nurse transition student. Teaching and Learning in Nursing; 5, 125-128.
[2] Cubit, K. & Lopez, V. (2011) Qualitative study of Enrolled Nurses transition to Registered Nurses. Journal of Advanced Nursing; 68:1, 206-211.
[3] Rapley, P. Davidson, L, Nathan, P., & Dhaliwal, S. (2008). Enrolled nurse to Registered Nurse: Is there a link between initial educational preparation and course completion? Nurse Education Today; 28, 115-119.