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Abstract
Areas throughout the United States lack baccalaureate-prepared registered nurses to meet the health care needs of individuals, forcing health care providers to rely on associate degree nurses (ADN). In an effort to increase the numbers of Bachelor of Science in Nursing (BSN) students, technical colleges and state and private universities have formed partnerships through articulation agreements allowing ADN graduates opportunities to pursue BSN completion. Researchers have associated positive patient outcomes with care provided by BSN-prepared nurses and disputed the relationship between continuing education for ADN nurses and positive patient outcomes. The purpose of this project study was to identify factors preventing ADN graduates from the local technical college from applying to a BSN completion program within 6 months of graduation. Focusing on principles of andragogy, this phenomenological qualitative study identified 15 4th-semester ADN technical college students and captured their lived experience from an educational, theoretical, and psychological perspective. Data from questionnaires and focus group discussions indicated the following 4 themes: (a) educational cost factors; (b) balance of personal, professional, and educational schedules; (c) attitudes toward ongoing education; and (d) barriers or challenges. These results were the impetus for development of a curriculum that discussed transition to a BSN program following ADN graduation. Implications for positive social change include curriculum meeting 21st century health care challenges by providing information on degree advancement to increase BSN-prepared nurses, resulting in a better prepared workforce.
