Original ArticleRegionally Increasing Baccalaureate-Prepared Nurses: Development of the RIBN Model
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Best practices and lessons learned in academic progression in nursing: A scoping review
2020, Journal of Professional NursingCitation Excerpt :Attrition and stop out are problematic for academic progression models, particularly when students choose to leave the program once the ADN degree is conferred and the student attains professional licensure (Gubrud et al., 2017). Strategies to prevent attrition and stop out include dual admission and dual enrollment at both community college and university institutions (Gubrud et al., 2017; Hall et al., 2012), seamless progression from the ADN to BSN nursing programs, and conferring both the ADN and BSN degrees at the completion of the entire program (Kumm & Laverentz, 2019). Strategies such as seamless progression, dual admission, and implementation of university centers on community college campuses are efforts to engage students and remove barriers in their academic program (Gerardi, 2015; Gerardi, 2017; Price, 2014).
Thirteen years and counting: Outcomes of a concurrent ASN/BSN enrollment program
2017, Journal of Professional NursingCitation Excerpt :Inadequate advisement can further complicate the process for the student seeking a BSN (Close et al., 2015; Duffy et al., 2014; Giddens and Meyer, 2016). A shared ASN-BSN concurrent curriculum enrollment program has been suggested as a way to facilitate progression of ASN nurses to the BSN while also addressing some of the logistic issues, such as limited seats in BSN nursing programs and inadequate numbers of faculty (Close et al., 2015; Gerardi, 2015; Giddens et al., 2015; Goode et al., 2016; Gorski et al., 2015; Hall et al., 2012). While specific characteristics of these programs vary, all seek to increase the number of students admitted to ASN programs who progress to the BSN.
From Innovative Idea to State-Supported Policy: Academic Progression in Prelicensure Registered Nurse Education Using the Partnership Model
2017, Journal of Nursing RegulationCitation Excerpt :Because of the magnitude of changes in preparation expectations for nurses in practice, innovative models in nursing education are now a prevalent part of today’s nursing landscape. New educational models are emerging in North Carolina (Hall, Causey, Johnson & Hayes, 2012), Oregon (Tanner, Gubrud-Howe, & Shores, 2008), New Mexico (New Mexico Nursing Education Consortium, 2017) and Arizona (Maricopa Community Colleges, 2017). The New Mexico and Arizona models in particular have influenced the Partnership Model explained in this article.
Navigating the path of academic progression: A qualitative descriptive study of associate degree nursing faculty, public health nurses, and school nurses
2016, Teaching and Learning in NursingCitation Excerpt :The AACN endorses negotiated agreements between academic institutions, which would provide ensured acceptance of course credits between community colleges and 4-year colleges and universities, create a more efficient process for students, and promote collaboration across all nursing programs. Hall, Causey, Johnson, and Hayes (2012) posit that creating a process for ease of enrollment is essential because turning away inquiring students produces frustration and loss of worth, resulting in no further admission attempts. The authors support comprehensive collaborative models between ADN and BSN programs to avoid duplication of curricular content and promote shared faculty resources that will streamline academic progression and increase the pipeline of nurses planning to pursue graduate education.
Chief Nursing Officer Survey: BSN and Higher Degree Initiatives in North Carolina
2017, Nursing Education PerspectivesReNEW: Wyoming's Answer to Academic Progression in Nursing
2017, Nursing Education Perspectives