The experiences of diploma registered nurses returning to undergraduate study in Qatar: A descriptive qualitative study.
Diploma nurses return to education
International nurses
RN-to-BN
Journal
Nurse education today
ISSN: 1532-2793
Titre abrégé: Nurse Educ Today
Pays: Scotland
ID NLM: 8511379
Informations de publication
Date de publication:
29 Apr 2020
29 Apr 2020
Historique:
received:
24
09
2019
revised:
30
12
2019
accepted:
26
04
2020
pubmed:
26
5
2020
medline:
26
5
2020
entrez:
26
5
2020
Statut:
aheadofprint
Résumé
Qatar aspires to provide world-class healthcare comparable with Western countries. Compelling evidence demonstrating the positive effects of bachelor of nursing (BN) educated nurses on patient outcomes is creating a global demand for these graduates, particularly in contexts such as Qatar where historically RN-to-BN programs were unavailable. The aim of this study was to examine the return to education experiences of diploma educated registered nurses (RNs) undertaking a bachelor program. This descriptive qualitative study included 19 diploma educated registered nurses enrolled in a BN program in a Qatar campus of a Canadian university. Focus groups and thematic analysis were used. Three major themes described RNs' experiences of returning to education: the right time, balancing act and rewards. The convergence of timing, BN program availability and employer sponsorship were significant levers. Returning to education was challenging and required balancing competing demands of work, home, and study. The exposure to enquiry-based learning required rapid development of study skills to enable learning. Previous education was often seen as incongruent with requirements for academic success. A notable omission from accounts was reference to professional identity. Undertaking the program brought returns such as increased self-esteem, enhanced knowledge and potential for career progression. Organizational culture and commitment appeared to impact on students' experience. Completing a BN program was reward for the challenges engendered by returning to education. Effective partnerships and structural support between academic and service providers are required to ensure the benefits of BN attainment become embedded and impact on professional identity.
Sections du résumé
BACKGROUND
BACKGROUND
Qatar aspires to provide world-class healthcare comparable with Western countries. Compelling evidence demonstrating the positive effects of bachelor of nursing (BN) educated nurses on patient outcomes is creating a global demand for these graduates, particularly in contexts such as Qatar where historically RN-to-BN programs were unavailable.
OBJECTIVE
OBJECTIVE
The aim of this study was to examine the return to education experiences of diploma educated registered nurses (RNs) undertaking a bachelor program.
METHODS
METHODS
This descriptive qualitative study included 19 diploma educated registered nurses enrolled in a BN program in a Qatar campus of a Canadian university. Focus groups and thematic analysis were used.
RESULTS
RESULTS
Three major themes described RNs' experiences of returning to education: the right time, balancing act and rewards. The convergence of timing, BN program availability and employer sponsorship were significant levers. Returning to education was challenging and required balancing competing demands of work, home, and study. The exposure to enquiry-based learning required rapid development of study skills to enable learning. Previous education was often seen as incongruent with requirements for academic success. A notable omission from accounts was reference to professional identity. Undertaking the program brought returns such as increased self-esteem, enhanced knowledge and potential for career progression. Organizational culture and commitment appeared to impact on students' experience.
CONCLUSIONS
CONCLUSIONS
Completing a BN program was reward for the challenges engendered by returning to education. Effective partnerships and structural support between academic and service providers are required to ensure the benefits of BN attainment become embedded and impact on professional identity.
Identifiants
pubmed: 32450382
pii: S0260-6917(19)31346-2
doi: 10.1016/j.nedt.2020.104456
pii:
doi:
Types de publication
Journal Article
Langues
eng
Pagination
104456Informations de copyright
Crown Copyright © 2020. Published by Elsevier Ltd. All rights reserved.
Déclaration de conflit d'intérêts
Declaration of competing interest The contents expressed in this article are solely the responsibility of the authors and do not represent any organization.