The development of an innovative mentorship experience for an online RN-to-BSN program

The Institute of Medicine, Carnegie Foundation and the American Association of Colleges of Nursing (AACN) initially accelerated the movement to increase the number of Baccalaureate (BSN) prepared nurses in the workforce. Research demonstrated lower mortality rates, fewer medication errors and positive outcomes linked to nurses prepared at the BSN and higher levels. The purpose of this article is to describe the steps utilized in the development of an innovative mentorship project that provides mentored clinical practice experiences to students enrolled in an RN-to-BSN program delivered 100% online. This mentorship project was developed with two main aims in mind: 1) To develop two quality clinical practice mentorship experiences for online RN-to-BSN students and 2) To provide a process for the implementation and evaluation of the clinical practice mentorship experiences.

Student Expectations of an RN-to-BSN Program: A Qualitative Analysis of Student and Faculty Perspectives

The expansion of RN-to-BSN (registered nurse to Bachelor of Science in Nursing) education is addressing the need for nursing workforce development. However, little is known about what RNs expect from their RN-to-BSN education experience. Lack of understanding of student expectations could lead to student-perceived gaps in service quality. The aim of this study was to explore students’ expectations of the RN-to-BSN program compared with the faculty’s perceptions of what students expect. A descriptive qualitative research study using structured interviews was conducted at a school of nursing in the Midwest region of the United States. Student and faculty reports revealed the common themes of workload, flexibility, coursework, and support. Congruencies were noted in the areas of workload and coursework, and differences were identified in the areas of flexibility and support. Conducting a gap analysis can be a worthwhile endeavor for educators seeking to understand the needs of their student population. Acknowledging RN-to-BSN student expectations and addressing gaps between their expectations and reality early in the program could improve student perceptions of program quality.