About this paper

Appears in:
Page: 8448 (abstract only)
Publication year: 2015
ISBN: 978-84-606-8243-1
ISSN: 2340-1117

Conference name: 7th International Conference on Education and New Learning Technologies
Dates: 6-8 July, 2015
Location: Barcelona, Spain

MEANINGFUL LIFELONG EDUCATION IN NURSING: CAN WE OVERCOME SYSTEMIC BARRIERS?

S. Coffey1, G. Lindsay1, C. Anyinam2, R. Vanderlee3, L. Graham4, Z. Lulat1, L. Tran1

1University of Ontario Institute of Technology (CANADA)
2George Brown College (CANADA)
3Nipissing University (CANADA)
4Durham College (CANADA)
Education of nurses from one level to another is a global phenomenon that is increasing in visibility, in part driven by international shortages in qualified healthcare providers at all levels. In this presentation, nursing bridging education is discussed. This model of educational innovation allows diploma prepared Registered Practical Nurses to receive credit for past education and practice, earning a Bachelor of Science Degree in Nursing (BScN) and the opportunity to write the Canadian exam to become a Registered Nurse. Education progression through this type of program allows learners to complete their degree much more quickly than with a traditional BScN degree. However, in the absence of solid evaluative data about the efficacy of this type of nursing educational model, these programs may be viewed with suspicion. In some cases, they are even referred to disparagingly as a ‘backdoor’ route to becoming a Registered Nurse. This presentation provides an overview of an expanded, six-partner evaluation of RPN-to-BScN bridging education in Ontario, Canada. This study, which included fully half the bridging programs in Ontario, used a mixed-method design and collected data on student and faculty perceptions of barriers, facilitators, and outcomes of this type of educational innovation across a variety of program offerings. Qualitative analysis of student perceptions of the impact of bridging education on personal and professional levels was explored. Quantitative analysis of student performance and behaviours was evaluated, including indicators such as transfer credit, time to program completion, attrition/retention rates, and average years out between the completion of a Practical Nursing diploma and the start of a bridging program. Academic performance of nursing bridging students compared to health sciences students was also analyzed. This presentation will provide an overview of these finding and discuss 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. Finally, the systemic barriers to innovative models of nursing education will be discussed.
@InProceedings{COFFEY2015MEA2,
author = {Coffey, S. and Lindsay, G. and Anyinam, C. and Vanderlee, R. and Graham, L. and Lulat, Z. and Tran, L.},
title = {MEANINGFUL LIFELONG EDUCATION IN NURSING: CAN WE OVERCOME SYSTEMIC BARRIERS?},
series = {7th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN15 Proceedings},
isbn = {978-84-606-8243-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {6-8 July, 2015},
year = {2015},
pages = {8448}}
TY - CONF
AU - S. Coffey AU - G. Lindsay AU - C. Anyinam AU - R. Vanderlee AU - L. Graham AU - Z. Lulat AU - L. Tran
TI - MEANINGFUL LIFELONG EDUCATION IN NURSING: CAN WE OVERCOME SYSTEMIC BARRIERS?
SN - 978-84-606-8243-1/2340-1117
PY - 2015
Y1 - 6-8 July, 2015
CI - Barcelona, Spain
JO - 7th International Conference on Education and New Learning Technologies
JA - EDULEARN15 Proceedings
SP - 8448
EP - 8448
ER -
S. Coffey, G. Lindsay, C. Anyinam, R. Vanderlee, L. Graham, Z. Lulat, L. Tran (2015) MEANINGFUL LIFELONG EDUCATION IN NURSING: CAN WE OVERCOME SYSTEMIC BARRIERS?, EDULEARN15 Proceedings, p. 8448.
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