A multisite transition to nursing program: an innovative approach to facilitate incoming nursing students’ academic success
Abstract
Objectives
Evaluate effectiveness of a multisite program promoting the successful transition of baccalaureate and graduate entry (with a prior degree) students into pre-licensure curricula. Faculty concern around nursing students’ successful completion of nursing programs and passage of the nursing licensure exam stems from challenges students encounter in core courses, study habits, and civility.
Methods
One hundred eighty-five students participated in a quasi-experimental pre-post-test mixed-methods study. Students completed content modules and open-ended surveys.
Results
Most students found the program helpful. Statistically significant improvements were shown in medication calculation, reading comprehension, and medical terminology. No statistically significant improvement was shown in anatomy and physiology.
Conclusions
Our Transition to Nursing program shows promise and adds to proactive strategies in preparing students for a successful transition into nursing programs. Our innovative approach may serve as a model to nursing schools and colleges around the world to promote student success.
Acknowledgments
We would like to acknowledge Maripat King, DNP, RN, ACNP, and Julie Schwind, DNP, RN for their support of and participation in the Transition to Nursing Program.
-
Research funding: None declared.
-
Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.
-
Competing interests: Authors state no conflict of interest.
-
Informed consent: Informed consent was obtained from all individuals included in this study.
-
Ethical approval: The research related to human use has complied with all the relevant national regulations, institutional policies, and in accordance with the tenets of the Helsinki Declaration, and has been approved by the University of Illinois Chicago Institutional Review Board (2019-1340).
References
Alden, K. R. (2008). Predictors of early academic success and program completion of baccalaureate nursing students [Unpublished doctoral dissertation]. North Carolina State University.Search in Google Scholar
Arhin, A. O., & Cormier, E. (2007). Using deconstruction to educate generation Y nursing students. Journal of Nursing Education, 46(12), 562–567. https://doi.org/10.3928/01484834-20071201-06 Search in Google Scholar PubMed
Bagnasco, A., Galaverna, L., Aleo, G., Grugnetti, A. M., Rosa, F., & Sasso, L. (2016). Mathematical calculation skills required for drug administration in undergraduate nursing students to ensure patient safety: A descriptive study. Nurse Education in Practice, 16, 33–39. https://doi.org/10.1016/j.nepr.2015.06.006 Search in Google Scholar PubMed
Black, A. H. (2017). The effect of a student success program on the academic success of first year junior nursing students [Unpublished doctoral capstone paper]. Gardner-Webb University.Search in Google Scholar
Brown, S., Wakeling, L., Naiker, M., & White, S. (2014). Approaches to study in undergraduate nursing students in regional Victoria, Australia. International Journal of Nursing Education Scholarship, 11(1), 155–164. https://doi.org/10.1515/ijnes-2014-0020 Search in Google Scholar PubMed
Bryan, W. A. (1971). The effectiveness of a developmental reading course in a college of nursing. Retrieved from ERIC database. (ED 059 025).Search in Google Scholar
Burris, B. M. (1987). Reaching educationally disadvantaged students. Journal of Nursing Education, 87(10), 1359–1360. https://doi.org/10.2307/3425700 Search in Google Scholar
Caon, M., & Treagust, D. (1993). Why do some nursing students find the science courses difficult? Journal of Nursing Education, 32(6), 255–259. https://doi.org/10.3928/0148-4834-19930601-07 Search in Google Scholar PubMed
Cavanagh, S. J., Hogan, K., & Ramgopal, T. (1995). The assessment of student nurse learning styles using the Kolb Learning Styles Inventory. Nursing Education Today, 15(3), 177–183. https://doi.org/10.1016/S0260-6917(95)80103-0 Search in Google Scholar
Chu, C., Perkins, A., & Marks-Maran, D. (2012). Delivering a transition programme in literacy from level 4 to level 5 for nursing students: A pilot study. Nurse Education in Practice, 12, 77–82. https://doi.org/10.1016/j.nepr.2011.07.006 Search in Google Scholar PubMed
Cook, J. D. M. (2006). The relationship between reading comprehension skill assessment and academic success and for first semester students in a selected Bachelor of Science Nursing program in Texas [Unpublished doctoral dissertation]. Texas A & M University.Search in Google Scholar
Cowman, S. (1998). The approaches to learning of student nurses in the Republic of Ireland and Northern Ireland. Journal of Advanced Nursing, 28(4), 899–910. https://doi.org/10.1046/j.1365-2648.1998.00733.x Search in Google Scholar PubMed
Craft, J., Hudson, P., Plenderleith, M., Wirihana, L., & Gordon, C. (2013). Commencing nursing students’ perceptions and anxiety of bioscience. Nurse Education Today, 33, 1399–1405. https://doi.org/10.1016/j.nedt.2012.10.020 Search in Google Scholar PubMed
Credé, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes. The third pillar supporting collegiate academic performance. Perspectives on Psychological Science, 3(6), 425–453. https://doi.org/10.1111/j.1745-6924.2008.00089 Search in Google Scholar
Deslauriers, L., Harris, S. E., Lane, E., & Weiman, C. E. (2012). Transforming the lowest performing students: An intervention that worked. Journal of College Science Teaching, 41(6), 76–84.Search in Google Scholar
Ertug, N., & Faydali, S. (2018). Investigating the relationship between self-directed learning readiness and time management skills in Turkish undergraduate nursing students. Nursing Education Perspectives, 39(2), E2–E5. https://doi.org/10.1097/01.NEP.0000000000000279 Search in Google Scholar PubMed
Felicilda-Reynaldo, R. F. D., Cruz, J. P., Bigley, L., & Adams, K. (2017). Baccalaureate nursing students’ study habits prior to admission to nursing program: A descriptive qualitative study. Nurse Education Today, 53, 61–66. https://doi.org/10.1016/j.nedt.2017.04.009 Search in Google Scholar PubMed
FereidouniMoghadam, M., & Cheraghian, B. (2009). Study habits and their relationship with academic performance among students in Abadan School of Nursing. Journal of Medical Education Development Center, 6(1), 21–28.Search in Google Scholar
Iwasiw, C. L., Andrusynzyn, M., & Goldenberg, D. (2020). Curriculum development in nursing education (4th ed.). Jones and Bartlett Learning.Search in Google Scholar
Jeffreys, M. R. (2001). Evaluating enrichment program study groups. Nurse Educator, 26(3), 142–149. https://doi.org/10.1097/00006223-200105000-00017 Search in Google Scholar PubMed
Jeffreys, M. R. (2020). ADN-BSN articulation, academic progression, and transition. Nurse Educator, 45(3), 155–159. https://doi.org/10.1097/nne.0000000000000708 Search in Google Scholar
Jordan, S., Davies, S., & Green, B. (1999). The biosciences in the pre-registration nursing curriculum: Staff and students’ perceptions of difficulties and relevance. Nurse Education Today, 19, 215–226. https://doi.org/10.1016/s0260-6917(99)80007-0 Search in Google Scholar PubMed
Kocaman, G., Dicle, A., & Ugur, A. (2009). A longitudinal analysis of the self-directed learning readiness level of nursing students enrolled in a problem-based curriculum. Journal of Nursing Education, 48(5), 286–290. https://doi.org/10.9999/01484834-20090416-09 Search in Google Scholar
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.Search in Google Scholar
Krautscheid, L. C., Orton, V. J., Chorpenning, L., & Ryerson, R. (2011). Student nurse perceptions of effective medication administration education. International Journal of Nursing Education Scholarship, 8(1), 1–15. https://doi.org/10.2202/1548-923X.2178 Search in Google Scholar
Latham, C. L., Singh, H., Lim, C., Nguyen, E., & Tara, S. (2016). Transition program to promote incoming nursing student success in higher education. Nurse Educator, 41(6), 319–323. https://doi.org/10.1097/nne.0000000000000262 Search in Google Scholar PubMed
Luparell, S., & Frisbee, K. (2019). Do uncivil nursing students become uncivil nurses? A national survey of faculty. Nursing Education Perspectives, 40(6), 322–327. https://doi.org/10.1097/01.nep.0000000000000491 Search in Google Scholar PubMed
Lyon, D., Younger, J., Goodloe, L., & Ryland, K. (2010). Nursing students’ perceptions of how their prior educational foci and work experience affected their transition into an accelerated nursing program. Southern Online Journal of Nursing Research, 10(1). https://snrs.org/wp-content/uploads/2022/02/Vol10Num01Art11.pdf Search in Google Scholar
MacDonald, K., Weeks, K. W., & Moseley, L. (2013). Safety in numbers 6: Tracking pre-registration nursing students’ cognitive and functional competence development in medication dosage calculation problem-solving: The role of authentic learning and diagnostic assessment environments. Nurse Education in Practice, 13, e66–e77. https://doi.org/10.1016/j.nepr.2012.10.015 Search in Google Scholar PubMed
Mackie, J. E., & Bruce, C. D. (2013). Increasing nursing students’ understanding and accuracy with medical dose calculations: A collaborative approach. Nurse Education in Practice, 40, 146–153. https://doi.org/10.1016/j.nedt.2016.02.018 Search in Google Scholar PubMed
Mansouri, P., Soltani, F., Rahemi, S., Nasab, M. M., Ayatollahi, A. A., & Nekooeian, A. A. (2006). Nursing and midwifery students’ approaches to study and learning. Journal of Advanced Nursing, 54(3), 351–358. https://doi.org/10.1111/j.1365-2648.2006.03814.x Search in Google Scholar PubMed
McKee, G. (2002). Why is biological science difficult for first-year nursing students? Nurse Education Today, 22, 251–257. https://doi.org/10.1054/nedt.2001.0700 Search in Google Scholar PubMed
Mushtag, S., Soroya, S. H., & Mahood, K. (2020). Reading habits of Gen Z students in Pakistan: Is it time to reexamine school library services? Information Development, 37(3), 1–13. https://doi.org/10.1177/0266666920965642 Search in Google Scholar
Newton, S. E., Harris, M., Pittilgio, L., & Moore, G. (2009). Nursing student math aptitude and success on a medication calculation assessment. Nurse Educator, 34(2), 80–83. https://doi.org/10.1097/nne.0b013e3181990814 Search in Google Scholar
O’Reilly, R., Ramjan, L. M., Fatayer, M., Stunden, A., & Gregory, L. R. (2020). First year undergraduate nursing students’ perceptions of the effectiveness of blended learning approaches for nursing numeracy. Nurse Education in Practice, 45, 1–7. https://doi.org/10.1016/j.nepr.2020.102800 Search in Google Scholar PubMed
Popkess, A. M., & Frey, J. L. (2016). Strategies to support diverse learning needs of students. In D. M. Billings, & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (5th ed., pp. 15–34). Elsevier.Search in Google Scholar
Ramjan, L. M., Stewart, L., Salamonson, Y., Morris, M. M., Armstrong, L., Sanchez, P., & Flannery, L. (2014). Identifying strategies to assist final semester nursing students to develop numeracy skills: A mixed methods study. Nurse Education Today, 34(3), 405–412. https://doi.org/10.1016/j.nedt.2013.03.017 Search in Google Scholar PubMed
Rapchak, M. E., Nolfi, D. A., Turk, M. T., Marra, L., & O’Neil, C. K. (2018). Implementing an interprofessional information literacy course: Impact on student abilities and attitudes. Journal of the Medical Library Association, 104(4), 464–470. https://doi.org/10.5195/jmla.2018.455 Search in Google Scholar PubMed PubMed Central
Rasouli, S., & Namnabati, M. (2019). Nurses’ learning of infants’ venipuncture based on Kolb’s learning theory. Journal of Neonatal Nursing, 25, 245–248. https://doi.org/10.1016.j.jnn.2019.04.002 10.1016/j.jnn.2019.04.002Search in Google Scholar
Sauer, P. A., Hannon, A. E., & Beyer, K. B. (2017). Peer incivility among prelicensure nursing students: A call to action for nursing faculty. Nurse Educator, 42(6), 281–285. https://doi.org/10.1097/NNE.0000000000000375 Search in Google Scholar PubMed
Shanta, L. L., & Eliason, A. R. M. (2014). Application of an empowerment model to improve civility in nursing education. Nurse Education in Practice, 14, 82–86. https://doi.org/10.1016/j.nepr.2013.06.009 Search in Google Scholar PubMed
Shirazi, F., & Heidari, S. (2019). The relationship between critical thinking skills and learning styles and academic achievement of nursing students. Journal of Nursing Research, 27(4), e38. https://doi.org/10.1097/jnr.0000000000000307 Search in Google Scholar PubMed PubMed Central
Sisca, J., & Kerr, J. (1984). Passing the state board examination. Journal of Nursing Education, 23(8), 358–361. https://doi.org/10.3928/0148-4834-19841001-13 Search in Google Scholar PubMed
Smith-Wacholz, H. C., Wetmore, J. P., Conway, C., & McCauley, M. (2019). Retention of nursing student: An integrative review. Nursing Education Perspective, 40(6), 328–332. https://doi.org/10.1097/01.nep.0000000000000477 Search in Google Scholar
Tierney, R. J., & Cuningham, J. W. (1980). Research on teaching reading comprehension [Center for the Study of Reading Technical Report. No. 187].Search in Google Scholar
Vizeshafar, F., & Torabizadeh, C. (2018). The effect of teaching based on dominant learning style of nursing students’ academic achievement. Nursing Education in Practice, 28, 103–108. https://doi.org/10.1016/j.nepr.2017.10.013 Search in Google Scholar PubMed
Weeks, K. W., Clochesy, J. M., Hutton, B. M., & Moseley, L. (2013). Safety in numbers 4: The relationship between exposure to authentic and didactic environments and nursing students’ learning of medication dosage calculation problem solving knowledge and skills. Nurse Education in Practice, 13, e43–e54.10.1016/j.nepr.2012.10.010Search in Google Scholar PubMed
Wills, E. M., & McEwen, M. (2014). Learning theories. In M. McEwen, & E. M. (Eds.), Theoretical basis for nursing (4th ed., pp. 386–410). Wolters Kluwer Health.Search in Google Scholar
Yeh, L., Ching-Huey, C., Chih-Jen, W., Miin-Jye, W., & Fetzer, S. J. (2005). A preliminary study of a healthy-lifestyle-promoting program for nursing students in Taiwan. Journal of Nursing Education, 44(12), 563–565. https://doi.org/10.3928/01484834-20051201-06 Search in Google Scholar PubMed
Zarshenas, L., Danaei, S. M., Mazarei, E., Zarif Najafi, H., & Shakour, M. (2014). Study skills habits in Shiraz dental students: Strengths and weaknesses. Journal of Education and Health Promotion, 5(3), 44. https://doi.org/10.4103/2277-9531.131931 Search in Google Scholar PubMed PubMed Central
© 2022 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Literature Reviews
- Factors associated with mental health among undergraduate nursing students early in the COVID-19 pandemic: an integrative review
- Experiences of new tenure-track PhD-prepared faculty: a scoping review
- A systematic review of videoconferencing in health professions education: the digital divide revisited in the COVID-19 era
- Research Articles
- Effectiveness of educational video on standardized nursing language for nursing home nurses
- Exploring entry pathways towards nurse practitioner program admissions: a rapid review
- Online learning challenges as experienced by nursing students during the COVID-19 pandemic at a higher education institution in Gauteng, South Africa
- Clinical judgment in new nurse graduates: identifying the gaps
- Metacognition and learning transfer under uncertainty
- Perceived knowledge on the ICNP© in undergraduate nursing students: the development of a scale
- Psychometric evaluation of critical incident video instruments for nursing education
- Understanding the impostor phenomenon in graduate nursing students
- E-learning modules to enhance student nurses’ perceptions of older people: a single group pre-post quasi-experimental study
- Self-perceived competence and its related factors in nursing students at graduation: the role of self-efficacy
- Stress, depression, and anxiety among undergraduate nursing students in the time of a pandemic
- Decision-based learning for teaching arterial blood gas analysis
- The impact of university-based education on nursing professional identity: a qualitative examination of students’ experiences
- “You have to strive very hard to prove yourself”: experiences of Black nursing students in a Western Canadian province
- Stressors and learned resourcefulness in baccalaureate nursing students: a longitudinal study
- Faculty experiences of teaching internationally educated nurses: a qualitative study
- Changes in grit and psychological capital at the time of major crisis: nursing students’ perseverance, resources, and resilience
- Improving practicing nurses’ knowledge of the cognitive impairment, continence, and mobility needs of older people
- A multi-layered approach to developing academic written communication skills for nursing students
- Jordanian nursing students’ engagement and satisfaction with e-learning during COVID-19 pandemic
- Barriers and facilitators to enrolling in nursing programs as perceived by male students: a qualitative study in the United Arab Emirates
- Nursing students’ achievement emotions in association with clinical practicums and alternative learning
- A multisite transition to nursing program: an innovative approach to facilitate incoming nursing students’ academic success
- Understanding the student’s experience of community health nursing simulations
- Collaborative online international learning in undergraduate nursing education: from inspiration to impact
- Educational Process, Issue, Trend
- Implementing an LGBTQ+ interprofessional simulation with undergraduate nursing students
- Dialogues on nursing curriculum and pedagogy: a critical planning activity for global educational collaboration
- Understanding poverty through virtual simulation: implications for student clinical practice
- Engaging the creative heArts of nurse educators: a novel conceptual model
- Resilience in nursing education: an evolutionary concept analysis
- A review and comparison of post registration midwifery curriculum in Sri Lanka with global standards
- Steps toward a resilient future nurse workforce
- Perspectives of student incivility in the online learning environment and social media platforms
- Development and implementation of a novel peer mentoring program for undergraduate nursing students
Articles in the same Issue
- Literature Reviews
- Factors associated with mental health among undergraduate nursing students early in the COVID-19 pandemic: an integrative review
- Experiences of new tenure-track PhD-prepared faculty: a scoping review
- A systematic review of videoconferencing in health professions education: the digital divide revisited in the COVID-19 era
- Research Articles
- Effectiveness of educational video on standardized nursing language for nursing home nurses
- Exploring entry pathways towards nurse practitioner program admissions: a rapid review
- Online learning challenges as experienced by nursing students during the COVID-19 pandemic at a higher education institution in Gauteng, South Africa
- Clinical judgment in new nurse graduates: identifying the gaps
- Metacognition and learning transfer under uncertainty
- Perceived knowledge on the ICNP© in undergraduate nursing students: the development of a scale
- Psychometric evaluation of critical incident video instruments for nursing education
- Understanding the impostor phenomenon in graduate nursing students
- E-learning modules to enhance student nurses’ perceptions of older people: a single group pre-post quasi-experimental study
- Self-perceived competence and its related factors in nursing students at graduation: the role of self-efficacy
- Stress, depression, and anxiety among undergraduate nursing students in the time of a pandemic
- Decision-based learning for teaching arterial blood gas analysis
- The impact of university-based education on nursing professional identity: a qualitative examination of students’ experiences
- “You have to strive very hard to prove yourself”: experiences of Black nursing students in a Western Canadian province
- Stressors and learned resourcefulness in baccalaureate nursing students: a longitudinal study
- Faculty experiences of teaching internationally educated nurses: a qualitative study
- Changes in grit and psychological capital at the time of major crisis: nursing students’ perseverance, resources, and resilience
- Improving practicing nurses’ knowledge of the cognitive impairment, continence, and mobility needs of older people
- A multi-layered approach to developing academic written communication skills for nursing students
- Jordanian nursing students’ engagement and satisfaction with e-learning during COVID-19 pandemic
- Barriers and facilitators to enrolling in nursing programs as perceived by male students: a qualitative study in the United Arab Emirates
- Nursing students’ achievement emotions in association with clinical practicums and alternative learning
- A multisite transition to nursing program: an innovative approach to facilitate incoming nursing students’ academic success
- Understanding the student’s experience of community health nursing simulations
- Collaborative online international learning in undergraduate nursing education: from inspiration to impact
- Educational Process, Issue, Trend
- Implementing an LGBTQ+ interprofessional simulation with undergraduate nursing students
- Dialogues on nursing curriculum and pedagogy: a critical planning activity for global educational collaboration
- Understanding poverty through virtual simulation: implications for student clinical practice
- Engaging the creative heArts of nurse educators: a novel conceptual model
- Resilience in nursing education: an evolutionary concept analysis
- A review and comparison of post registration midwifery curriculum in Sri Lanka with global standards
- Steps toward a resilient future nurse workforce
- Perspectives of student incivility in the online learning environment and social media platforms
- Development and implementation of a novel peer mentoring program for undergraduate nursing students