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Journal articles on the topic 'Baccalaureate degrees in nursing'

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Published: 4 June 2021

Last updated: 16 February 2022

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1

Lane, Susan H., and Eileen Kohlenberg. "The Future of Baccalaureate Degrees for Nurses." Nursing Forum 45, no. 4 (2010): 218–27. http://dx.doi.org/10.1111/j.1744-6198.2010.00194.x.

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2

Yiğit, Rana, Ayşe Özcan, and E. Arzu Kanik. "Profile of nurses with baccalaureate degrees in turkey." Journal of Professional Nursing 20, no. 6 (2004): 403–12. http://dx.doi.org/10.1016/j.profnurs.2004.06.004.

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3

French, Peter, Judith Anderson, Philip Burnard, et al. "International comparison of baccalaureate nursing degrees: collaboration in qualitative analysis." Journal of Advanced Nursing 23, no. 3 (1996): 594–602. http://dx.doi.org/10.1111/j.1365-2648.1996.tb00024.x.

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4

Raymond, June M., Jennifer M. Medves, and Christina M. Godfrey. "Baccalaureate nursing students’ confidence on patient safety." Journal of Nursing Education and Practice 7, no. 6 (2017): 56. http://dx.doi.org/10.5430/jnep.v7n6p56.

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High rates of patient safety events led to media attention and litigation that sparked the patient safety movement. Gaining awareness of nursing students’ confidence levels on patient safety will reveal their perceptions of their competency. A quantitative descriptive cross-sectional method was employed. The Health Professional Education in Patient Safety Survey was used to determine how 458 baccalaureate nursing students from two nursing programs in Ontario, Canada rate their confidence levels on patient safety. Nursing students are the most confident on Clinical Safety topics and least confi

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Schmidt, Bonnie J. "Core professional nursing values of baccalaureate nursing students who are men." Nursing Ethics 23, no. 6 (2016): 674–84. http://dx.doi.org/10.1177/0969733015579310.

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Background: The perceptions of core professional nursing values of men in baccalaureate nursing programs are poorly understood. Objective: The study purpose was to understand and interpret the meaning of core professional nursing values to male baccalaureate nursing students. Research design and context: One-to-one interviews were conducted with male nursing students from a public university in the Midwest, following interpretive phenomenology. Ethical considerations: Measures to protect participants included obtaining Institutional Review Board approval, obtaining signed informed consent, and

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6

Vecchia, Elaine Della. "Learning Experiences of Nursing Students in Online RN-BSN Programs in the United States." Research in Health Science 2, no. 3 (2017): 291. http://dx.doi.org/10.22158/rhs.v2n3p291.

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<p><em>The complex profession of nursing requires the practitioner to be knowledgeable, skilled, and autonomous. It is estimated in the USA 36.8 percent of nurses hold degrees at the baccalaureate level and above. Evidence indicating baccalaureate-degreed nurses are better prepared to meet the demands of this complex profession has led to policymakers and practice leaders touting the importance of this degree. RNs are seeking the BSN degree in increasing numbers. However, due to family, work, and personal time constraints, traditional means of education may not be a viable option f

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&NA;. "NORTH DAKOTA FIRST TO REQUIRE RN BACCALAUREATE DEGREES." Journal of Wound, Ostomy and Continence Nursing 13, no. 4 (1986): 26A. http://dx.doi.org/10.1097/00152192-198607000-00008.

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8

Cangelosi, Pamela R. "Teaching Experiences of Second Degree Accelerated Baccalaureate Nursing Faculty." International Journal of Nursing Education Scholarship 10, no. 1 (2013): 275–81. http://dx.doi.org/10.1515/ijnes-2013-0043.

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AbstractDespite the extraordinary growth of accelerated second degree baccalaureate nursing programs, little research has been conducted about the experiences of faculty teaching these students. Using a hermeneutic phenomenological approach, this study explored the experiences of 14 accelerated second degree baccalaureate faculty from the eastern region of the United States. The data revealed that many faculty teaching second degree students feel unprepared and want guidance on how to teach these students, which was identified in the theme, Figuring It Out On My Own. This article describes thi

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9

Davis, Denise, Vernell DeWitty, and Catherine Millett. "A Seamless Progression: Preparing Accelerated Second Degree Nursing Students for Entry Into Baccalaureate and Masters Nursing Education." Clinical Scholars Review 5, no. 1 (2012): 6–13. http://dx.doi.org/10.1891/1939-2095.5.1.6.

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The New Careers in Nursing (NCIN) scholarship program provides grant support for minority, male, and disadvantaged students to pursue an accelerated second degree in nursing. A review of nursing school reports and student surveys concluded that students could benefit from more information at the start of their program. The Pre-Entry Immersion Program (PIP) was designed to support stu- dents with a seamless progression from their prior educational experiences into the nursing profession. Although nursing schools customized the PIP program, there was core consistency in the sessions provided. St

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10

Hiestand, Wanda C., and Veronica C. O'Day. "Access to graduate education for registered nurses with nonnursing baccalaureate degrees." Journal of Professional Nursing 9, no. 4 (1993): 220–27. http://dx.doi.org/10.1016/8755-7223(93)90039-f.

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11

Sabio, Cristan. "Associate Degree Nursing Students’ Perceived Barriers to Baccalaureate Nursing Education and Intentions to Enroll in a Baccalaureate-only Nursing Environment." Teaching and Learning in Nursing 14, no. 1 (2019): 9–14. http://dx.doi.org/10.1016/j.teln.2018.08.004.

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12

Kumm, Sharon, Nelda Godfrey, David Martin, Martha Tucci, Meredith Muenks, and Tracy Spaeth. "Baccalaureate Outcomes Met by Associate Degree Nursing Programs." Nurse Educator 39, no. 5 (2014): 216–20. http://dx.doi.org/10.1097/nne.0000000000000060.

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13

Frik, Seigina M., Denise J. Speed, and Susan E. Pollock. "A Special Pathway for Registered Nurses with Baccalaureate Degrees in Fields Other than Nursing." Journal of Nursing Education 35, no. 4 (1996): 152–56. http://dx.doi.org/10.3928/0148-4834-19960401-05.

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14

Cangelosi, Pamela R., and Margaret M. Moss. "Voices of Faculty of Second-Degree Baccalaureate Nursing Students." Journal of Nursing Education 49, no. 3 (2010): 137–42. http://dx.doi.org/10.3928/01484384-20090915-02.

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15

Cangelosi, Pamela R. "Voices of Graduates from Second-Degree Baccalaureate Nursing Programs." Journal of Professional Nursing 23, no. 2 (2007): 91–97. http://dx.doi.org/10.1016/j.profnurs.2006.06.003.

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16

Savage, Christine, Janice Dyehouse, and Marianne Marcus. "Alcohol and Health Content in Nursing Baccalaureate Degree Curricula." Journal of Addictions Nursing 25, no. 1 (2014): 28–34. http://dx.doi.org/10.1097/jan.0000000000000018.

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17

Arms, Deborah, Bonnie Chenevey, Carol Karrer, and Carol Rumpler. "A BACCALAUREATE DEGREE PROGRAM IN NURSING FOR ADULT STUDENTS." Nurse Educator 10, no. 4 (1985): 31–35. http://dx.doi.org/10.1097/00006223-198507000-00013.

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18

Wederski, Lonnie E., and Sally Doshier. "Associate Degree Nursing Faculty Perceptions of a Concurrent Associate–Baccalaureate Nursing Partnership." Teaching and Learning in Nursing 15, no. 2 (2020): 134–36. http://dx.doi.org/10.1016/j.teln.2020.01.007.

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19

Oyama, Yumiko, and Rumi Maeda. "Cross-sectional online survey of nursing graduates’ academic difficulties and related factors." Journal of Nursing Education and Practice 7, no. 9 (2017): 61. http://dx.doi.org/10.5430/jnep.v7n9p61.

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Objective: The aim was to explore the ratio of and differences in academic difficulties experienced by nursing graduates with associate or diploma degrees and baccalaureate degrees and the factors related to these difficulties.Methods: A quantitative cross-sectional online survey was conducted with graduate students in the master’s program in nursing from 144 graduate schools throughout Japan. Data were collected from November 2014 to December 2014. Of 1,366 potential respondents, 304 completed the survey (22.3%) and the data of 268 respondents who met the criterion were included in analysis.

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20

Bektaş, Hicran, Nurten Terkes, and Zeynep Özer. "Stress and ways of coping among first year nursing students: A Turkish perspective." Journal of Human Sciences 15, no. 1 (2018): 319. http://dx.doi.org/10.14687/jhs.v15i1.4626.

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Aim: The aim of this descriptive study was to assess stress and ways of coping among first year nursing students.Methods: The sample consisted of 90 nursing students from baccalaureate degree programs at a university in Turkey. The research tool consisted of demographic questions, the Pagana Clinical StressQuestionnaire (CSQ) and the Ways of Coping Questionnaire (WCQ). The data collection form was performed at the end of the first clinical practice day and the re-test was performed at the end of the last clinical practice day.Results: The average age of the population was 19.72±1.32, 78.9% of

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21

Rossel, Carol L. "Relationship of Field Dependence-Independence to Documentation of Nursing-Process Components by Registered Nurses in a Clinical Setting." Perceptual and Motor Skills 63, no. 1 (1986): 315–18. http://dx.doi.org/10.2466/pms.1986.63.1.315.

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Scores on the Group Embedded Figures Test of 56 registered staff nurses were correlated with percentage of components of nursing process documented on care plans and progress notes. Education, age, and work experience were control variables. The mean embedded figures scores for associate degree, diploma, and baccalaureate nurses were 11.47, 9.47, and 12.83, respectively. Baccalaureate nurses had the most success in documenting components and diploma nurses had the least. A significant correlation was observed between test scores and percentage of nursing process chains completed by diploma nur

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22

Eckhardt, Jo Anne, and Heather Froehlich. "An Education-Service Partnership: Helping RNs Obtain Baccalaureate Degrees in Nursing at Their Practice Sites." Journal of Nursing Education 43, no. 12 (2004): 558–61. http://dx.doi.org/10.3928/01484834-20041201-04.

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23

Leibbrandt, Lara, Diane Brown, and Jill White. "National comparative curriculum evaluation of baccalaureate nursing degrees: A framework for the practice based professions." Nurse Education Today 25, no. 6 (2005): 418–29. http://dx.doi.org/10.1016/j.nedt.2005.03.005.

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24

White, Elizabeth. "A Comparison of Nursing Education and Workforce Planning Initiatives in the United States and England." Policy, Politics, & Nursing Practice 18, no. 4 (2017): 173–85. http://dx.doi.org/10.1177/1527154418759666.

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Health care systems in England and the United States are under similar pressures to provide higher quality, more efficient care in the face of aging populations, increasing care complexity, and rising costs. In 2010 and 2011, major strategic reports were published in the two countries with recommendations for how to strengthen their respective nursing workforces to address these challenges. In England, it was the 2010 report of the Prime Minister’s Commission on the Future of Nursing and Midwifery, Front Line Care: The Future of Nursing and Midwifery in England. In the United States, it was th

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25

Brewer, Carol S., Christine T. Kovner, Shakthi Poornima, Susan Fairchild, Hongsoo Kim, and Maja Djukic. "A Comparison of Second-Degree Baccalaureate and Traditional-Baccalaureate New Graduate RNs: Implications for the Workforce." Journal of Professional Nursing 25, no. 1 (2009): 5–14. http://dx.doi.org/10.1016/j.profnurs.2007.12.003.

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26

Dias, Jacqueline Maria, and Claudio Violato. "A Need Assessment for Faculty Development in Baccalaureate Nursing Programs in Pakistan." International Journal of Studies in Nursing 3, no. 1 (2017): 168. http://dx.doi.org/10.20849/ijsn.v3i1.365.

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Objective: A needs assessment was undertaken for faculty development needs of nurse educators teaching in baccalaureate nursing education programs across Pakistan.Methodology: The survey instrument was developed by the researcher in consultation with an advisory committee. It contained 25 items that reflected the demographic profile of the participants and another 98 statements on a 5 point Likert type scale to assess faculty development. Data collection was done across twenty schools of nursing.Results: The major findings of the study indicated a critical shortage of academically prepared nur

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27

Winokur, Elizabeth J., Dana N. Rutledge, and Amy Hayes. "Magnet® Facility Nurses: Pursuing a Baccalaureate Degree in Nursing." Journal of Professional Nursing 32, no. 4 (2016): 283–91. http://dx.doi.org/10.1016/j.profnurs.2015.11.003.

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28

Conejo, Tish, and Lauren Loyd. "Professional values development during a baccalaureate nursing degree completion program." Teaching and Learning in Nursing 15, no. 2 (2020): 116–20. http://dx.doi.org/10.1016/j.teln.2019.12.006.

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29

Martin, Pam, Susan Yarbrough, and Danita Alfred. "Professional Values Held by Baccalaureate and Associate Degree Nursing Students." Journal of Nursing Scholarship 35, no. 3 (2003): 291–96. http://dx.doi.org/10.1111/j.1547-5069.2003.00291.x.

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30

Woodrow, Randi. "Professional values held by baccalaureate and associate degree nursing students." Journal of Physical Therapy Education 18, no. 1 (2004): 95. http://dx.doi.org/10.1097/00001416-200401000-00017.

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31

Taylor, David L. "Should the Entry Into Nursing Practice Be the Baccalaureate Degree?" AORN Journal 87, no. 3 (2008): 611–20. http://dx.doi.org/10.1016/j.aorn.2007.07.006.

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32

Fetherston, Catherine Mary, Caroline Browne, Prue Andrus, and Sharryn Batt. "Renewal of an entry to practice baccalaureate nursing curriculum: Adapting to complexity." Journal of Nursing Education and Practice 8, no. 2 (2017): 104. http://dx.doi.org/10.5430/jnep.v8n2p104.

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Curriculum re-design in entry to practice nursing degrees requires a rigorous and multifaceted approach to align the needs of students, professional and industry stakeholders, community needs, the faculty’s vision and university and regulator requirements. This paper relates the initial steps in the process taken to achieve this re-design in one Australian university’s Bachelor of Nursing program, and describes our experiences in two parts. The first part outlines the context in which the need for curriculum renewal was triggered and the ensuing processes undertaken in the development of our n

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33

Joyce-Nagata, Barbara, Rene Reeb, and Sharron Burch. "Comparison of Expected and Evidenced Baccalaureate Degree Competencies." Journal of Nursing Education 28, no. 7 (1989): 314–21. http://dx.doi.org/10.3928/0148-4834-19890901-08.

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34

Jacobs, Linda A., Mary Jane K. DiMattio, Tammi L. Bishop, and Sheldon D. Fields. "The baccalaureate degree in nursing as an entry-level requirement for professional nursing practice." Journal of Professional Nursing 14, no. 4 (1998): 225–33. http://dx.doi.org/10.1016/s8755-7223(98)80063-x.

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35

Close, Liz, and Carolyn Orlowski. "Advancing Associate Degree in Nursing-to-Baccalaureate Degree in Nursing Academic Progression: The California Collaborative Model for Nursing Education." Journal of Nursing Education 54, no. 12 (2015): 683–88. http://dx.doi.org/10.3928/01484834-20151110-04.

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36

Oliveira, Gabriella Novelli, Cássia Regina Vancini-Campanharo, Meiry Fernanda Pinto Okuno, and Ruth Ester Assayag Batista. "Nursing care based on risk assessment and classification: agreement between nurses and the institutional protocol." Revista Latino-Americana de Enfermagem 21, no. 2 (2013): 500–506. http://dx.doi.org/10.1590/s0104-11692013000200005.

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OBJECTIVE: to verify the degree of agreement between the levels of priority given by baccalaureate nurses in care based on risk assessment and classification and the institutional protocol, and also among peers. METHOD: descriptive study, using a questionnaire with thirty fictitious clinical cases based on the institutional protocol, which is considered the gold standard, answered by twenty baccalaureate nurses. RESULTS: the agreement analysis through the Kappa Coefficient concluded that the agreement between baccalaureate nurses and the institutional protocol in relation to prioritizing the l

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37

Spetz, Joanne. "The value of education in a licensed profession: the choice of associate or baccalaureate degrees in nursing." Economics of Education Review 21, no. 1 (2002): 73–85. http://dx.doi.org/10.1016/s0272-7757(00)00047-9.

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38

Porte-Gendron, RW, T. Simpson, KK Carlson, and ME Van de Kamp. "Baccalaureate nurse educators' and critical care nurse managers' perceptions of clinical competencies necessary for new graduate baccalaureate critical care nurses." American Journal of Critical Care 6, no. 2 (1997): 147–58. http://dx.doi.org/10.4037/ajcc1997.6.2.147.

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BACKGROUND: Although nurse educators and nurse managers have disagreed about which clinical competencies are necessary for new graduates to begin working in critical care, the competencies are in need of revision and reassessment. OBJECTIVES: To validate a list of beginning-level competencies and to compare baccalaureate nurse educators' and critical care nurse manager's current perceptions of beginning clinical competencies for new baccalaureate graduates in critical care settings. METHODS: An expert panel of nurses from across the United States critiqued a questionnaire about which clinical

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39

Brandt, Cheryl L., Melissa R. Boellaard, and CeCelia R. Zorn. "The Faculty Voice: Teaching in Accelerated Second Baccalaureate Degree Nursing Programs." Journal of Nursing Education 54, no. 5 (2015): 241–47. http://dx.doi.org/10.3928/01484834-20150417-01.

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40

Chau, Janita Pak-Chun, May How-Lin Lui, Iris Fung-Kam Lee, Diana Tze-Fan Lee, Anne Marie Chang, and Dominic SK Chan. "Graduate transition scheme for baccalaureate nursing degree students: a pilot project." Journal of Clinical Nursing 13, no. 7 (2004): 903–5. http://dx.doi.org/10.1111/j.1365-2702.2004.00944.x.

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41

Iino, Hidechika, Masato Tsukahara, Kyoko Murakami, Vickie A. Lambert, Clinton E. Lambert, and Kumiko Tsujino. "Genetic education in baccalaureate and associate degree nursing programs in Japan." Nursing and Health Sciences 4, no. 4 (2002): 173–80. http://dx.doi.org/10.1046/j.1442-2018.2002.00122.x.

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42

Sabio, Cristan. "The Use of the Barriers to Baccalaureate Nursing Education Instrument Among ADN Students: Purpose, Reliability, and Validity." Journal of Nursing Measurement 27, no. 3 (2019): E132—E152. http://dx.doi.org/10.1891/1061-3749.27.3.e132.

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Background and PurposeChallenges abound as to the goal of “80% BSN by 2020.” This study reports the use and the psychometric properties of the Barriers to Baccalaureate Nursing Education instrument among associate degree nursing students.MethodsAnalyses included content validity, component analysis with oblique rotation, and hypothesis testing.ResultsFour factors with total variance explained of 61.24% emerged: Dispositional, Situational, and two Institutional barriers. Reliability coefficients ranged .62–.88. Group differences in subscale scores based on educational level, number of dependent

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43

Bagnall, Lisa Anne, Donna Taliaferro, and Louise Underdahl. "Nursing Students, Caring Attributes, and Opportunities for Educators." International Journal for Human Caring 22, no. 3 (2018): 126–35. http://dx.doi.org/10.20467/1091-5710.22.3.126.

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Ensuring that caring individuals are graduated from colleges of nursing is necessary to meet the holistic needs of a multicultural society. Two instruments, The Nyberg’s Caring Assessment Scale and Nkongho’s Caring Ability Inventory, assessed caring attributes in pre-clinical Baccalaureate and Associate degree nursing students. Watson’s Theory of Human Caring was chosen as the theoretical foundation. Although most students had low to moderate levels of internal caring, some students in both groups possessed high levels of caring. Implications of the study suggest that caring education is neede

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44

Giddens, Jean L., and Donna Meyer. "Foundational Courses for the Baccalaureate Nursing Degree: Enhancing Efficiency for Academic Progression." Journal of Nursing Education 55, no. 7 (2016): 373–78. http://dx.doi.org/10.3928/01484834-20160615-03.

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45

Boellaard, Melissa R., Cheryl L. Brandt, Nita L. Johnson, and CeCelia R. Zorn. "Practicing for Practice: Accelerated Second Baccalaureate Degree Nursing (ABSN) Students Evaluate Simulations." Nursing Education Perspectives 35, no. 4 (2014): 257–58. http://dx.doi.org/10.5480/12-847.1.

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46

Newton, Sarah E., and Gary Moore. "Critical Thinking Skills of Basic Baccalaureate and Accelerated Second-Degree Nursing Students." Nursing Education Perspectives 34, no. 3 (2013): 154–58. http://dx.doi.org/10.5480/1536-5026-34.3.154.

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47

NEWTON, SARAH E., and GARY MOORE. "Critical Thinking Skills of Basic Baccalaureate and Accelerated Second-Degree Nursing Students." Nursing Education Perspectives 34, no. 3 (2013): 154–58. http://dx.doi.org/10.1097/00024776-201305000-00004.

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48

Zink, Margo R. "Curriculum Analysis of Home Health Content in Associate Degree and Baccalaureate Degree Nursing Education." Public Health Nursing 6, no. 1 (1989): 8–15. http://dx.doi.org/10.1111/j.1525-1446.1989.tb00564.x.

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49

Rebeschi, Lisa M. "Perceived Patient Safety Competence of Baccalaureate Nursing Students: A Descriptive Comparative Study." SAGE Open Nursing 6 (January 2020): 237796082093013. http://dx.doi.org/10.1177/2377960820930134.

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Introduction Patient safety is an issue of utmost concern within health care. An interrelated approach between nursing education and practice is needed. For more than a decade, nursing education programs have responded to calls for curricular reform, integrating strategies to prepare graduates for safe nursing practice. Objectives The purpose of the descriptive study was to examine self-perceived safety competencies among baccalaureate (BSN) nursing students at end of program ( n = 72) using the Health Professional Education in Patient Safety Survey. In addition to the objective of describing

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50

Rosa, Julia M. "Factors that influence the advisement of nursing students regarding baccalaureate completion: associate degree nursing faculty perceptions." Teaching and Learning in Nursing 4, no. 4 (2009): 128–32. http://dx.doi.org/10.1016/j.teln.2009.03.003.

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