Facilitators and Inhibitors of LPN-to-RN Student Transition: A Cross-Sectional National Survey. Issue 1 (24th January 2023)

• Record Type: Journal Article
• Authors: Cornine, Amanda E.; Crawford, Sybil L.; Sullivan-Bolyai, Susan
• Is Part Of: Nursing education perspectives. Volume 44:Issue 1(2023)
• Page Start: 18
• Page End: 23
• Publication Date: 2023-01-24
• Subjects: Educational Articulation -- LPN-to-RN -- Student Transition -- Diversity; Nursing -- United States -- Periodicals; Nursing -- Periodicals; Nursing -- Study and teaching -- United States -- Periodicals; Education, Nursing; Nursing; Nursing; United States; Periodicals; Periodicals; 610.73071073
• DOI: 10.1097/01.NEP.0000000000001051
• Languages: English
• ISSNs: 1536-5026

Abstract

Abstract: AIM: The aim of the study was to describe the transition conditions (facilitators and inhibitors) encountered by licensed practical nurses in registered nurse educational programs (LPN-to-RN students). BACKGROUND: LPN-to-RN students are important because they may increase diversity and numbers of RNs. However, no prior study has examined transition experiences of LPN-to-RN students across the United States. METHOD: A cross-sectional survey of LPN-to-RN students was conducted using Meleis et al.'s transition theory. RESULTS: Students ( n = 873) from 131 nursing programs responded. The most common facilitators were personal motivation and believing the content taught was valuable; the most common inhibitors were juggling multiple responsibilities and personal stress levels. Several significant relationships between transition conditions and program/student characteristics were identified. CONCLUSION: Faculty in LPN-to-RN programs can increase support for students by refining their own actions and addressing potential challenges when LPN and non-LPN nursing students share classes.