Elsevier

Journal of Professional Nursing

Volume 28, Issue 6, November–December 2012, Pages 377-380
Journal of Professional Nursing

Original Article
Regionally Increasing Baccalaureate-Prepared Nurses: Development of the RIBN Model

https://doi.org/10.1016/j.profnurs.2012.04.015Get rights and content

The nursing shortage remains an acute problem at the national level and significantly endangers the provision of safe and effective health care. One of the most significant problems fueling the nursing shortage in the United States is the lack of faculty to educate the number of qualified individuals applying to nursing programs. A major factor driving the shortage of faculty emanates from the current trend in basic nursing education that is increasing the proportion of nurses with an associate degree in nursing (ADN) as their terminal professional education. Community colleges, that offer the associate degree, play a crucial role in providing access to nursing education. However, they now account for more than 2/3 of all new nursing graduates in the United States. With over 2/3 of our new nurses completing only associate degree programs, the faculty pipeline continues to decrease. This also means fewer bachelor of science in nursing (BSN) and higher-degree-prepared nurses available for advanced clinical practice, management roles, and public health services. It is therefore critical to identify and implement new pathways to increase the number of ADN graduates who complete baccalaureate education and, thereby, increase the percentage of BSN-prepared nurses. This article describes the development and implementation of a model in North Carolina to regionally increase the number of baccalaureate-prepared nurses through the development of partnerships between community colleges and universities.

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Cited by (13)

  • Best practices and lessons learned in academic progression in nursing: A scoping review

    2020, Journal of Professional Nursing
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    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 Nursing
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    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

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    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.

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    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.

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