Brenda Elliott , Cindy Ringhofer Brown , Christine S. Gipson , Jill Holmstrom
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Navigating challenges and cultivating connections: Faculty experiences teaching RN-BSN students
Background
Success in completing an RN to BSN program largely depends on program quality, flexibility, and accessibility, as well as faculty ability to help students navigate several complex factors. Research specific to the RN-BSN student experience suggests that faculty teaching in RN-BSN programs must be respectful of diverse learners' needs, mindful to avoid bias and reduce stigma, and capable in creating equitable learning spaces. Faculty must also make content relevant to support immediate use by students in the workplace. Yet, little is known about faculty's actual experiences teaching RN-BSN students.
Purpose
The study purpose was to describe nurse faculty experiences teaching RN-BSN students.
Methods
A qualitative descriptive design, informed by naturalistic inquiry was used to address the study purpose.
Findings
RN-BSN faculty (N = 15) from across the United States participated in semi-structured interviews. Faculty preparation to teach RN-BSN students varied widely. Three themes, one with two sub-themes, emerged from the participant data.
Conclusions
Faculty teaching in RN-BSN programs needs adequate preparation and resources aimed at supporting student learning. Recommendations include suggested policies, practices, and resources to support faculty teaching RN-BSN students.
期刊介绍:
The Journal will accept articles that focus on baccalaureate and higher degree nursing education, educational research, policy related to education, and education and practice partnerships. Reports of original work, research, reviews, insightful descriptions, and policy papers focusing on baccalaureate and graduate nursing education will be published.