Detaillierte Beitrags-Information
| Beitragstitel | Registered Nurse to Bachelor of Science in nursing programs in Southern Switzerland: students’ expectations and personal and professional development. |
|---|---|
| Beitragscode | P22 |
| Autoren | |
| Präsentationsform | Poster |
| Themengebiete |
|
| Abstract |
Background Several studies have investigated the experiences of Registered Nurse to Bachelor of Science in Nursing (RN-BSN) programs students and the effects that these programs have on their skills development and personal transformation. Critical thinking ability, communication skills, leadership ability, participation in and use of research with changes in self and in practice are some of the major identified outcomes. At the University of Applied Science of Southern Switzerland (SUPSI) for the first time, an RN-BSN program has been developed and proposed in the academic year 2017-18. Adult learning principles, reflective practice, student centrality have been the main guiding principles. With the final goal to monitor and optimize the curricula, this study aims to explore the expectations and the personal and professional development of students involved in RN-BSN program in Southern Switzerland. Methods Ongoing qualitative study. Two focus groups with students have been planned: one, one month after the course beginning to explore expectations and one, at the end of the course to explore development. The focus groups questions have been developed based on the research questions and literature review. Narrative writing, to highlight personal and professional development in a reflexive practice perspective, has also been asked to students (second half of the course). Thematic analysis is used to analyse data. Results Ten students are involved in SUPSI RN-BSN program and are participating in the study. Nine students are female, the median age is 40.1 (+/-11.7) years, and the majority works in a hospital setting (N=6) as staff nurses (N=6). Four students graduated more than 15 years ago while six students less than 5. After the first focus group data analysis, regarding expectations, four macro-themes emerged: knowledge and skills to apply in clinical practice; knowledge and competencies for future academic courses; continuity, integration and development related to previous education; course organisation and structure. Final data about personal and professional development and complete discussion will be available for the conference. Conclusion This study can help to understand the RN-BSN educational experience and to contextualise it in Switzerland. This is important to develop an education offer that meets the evolving healthcare system needs and may constructively influence nursing practice. |