The transition experience of Enrolled Nurses to a Bachelor of Nursing at an Australian university
Author(s)
Hutchinson, Lisa
Mitchell, Creina
St John, Winsome
Griffith University Author(s)
Year published
2011
Metadata
Show full item recordAbstract
Endorsed Enrolled Nurses (EENs) articulating from diploma level to Bachelor of Nursing(BN) studies at university experience many transitional barriers. Flexible credit arrangements can create further difficulties because students may enter directly into the second year of a degree program, thus foregoing supportive interventions targeting first year students. This qualitative study explored the transitional barriers faced by EENs articulating to the second year of a BN program and the processes employed to adapt to the university learning environment. Lizzio's Five Senses of Success Model provided a framework for data analysis. ...
View more >Endorsed Enrolled Nurses (EENs) articulating from diploma level to Bachelor of Nursing(BN) studies at university experience many transitional barriers. Flexible credit arrangements can create further difficulties because students may enter directly into the second year of a degree program, thus foregoing supportive interventions targeting first year students. This qualitative study explored the transitional barriers faced by EENs articulating to the second year of a BN program and the processes employed to adapt to the university learning environment. Lizzio's Five Senses of Success Model provided a framework for data analysis. Lizzio's model highlights how students' success at university depends on their sense of purpose, capability, resourcefulness, connectedness and academic culture. This study revealed that EENs grapple with their dual identity, have difficulty reconciling their academic and clinical competence, and struggle to assimilate to the academic learning environment. Findings illuminate the importance of tailoring orientation and engagement activities to the specific transitional needs of articulating students.
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View more >Endorsed Enrolled Nurses (EENs) articulating from diploma level to Bachelor of Nursing(BN) studies at university experience many transitional barriers. Flexible credit arrangements can create further difficulties because students may enter directly into the second year of a degree program, thus foregoing supportive interventions targeting first year students. This qualitative study explored the transitional barriers faced by EENs articulating to the second year of a BN program and the processes employed to adapt to the university learning environment. Lizzio's Five Senses of Success Model provided a framework for data analysis. Lizzio's model highlights how students' success at university depends on their sense of purpose, capability, resourcefulness, connectedness and academic culture. This study revealed that EENs grapple with their dual identity, have difficulty reconciling their academic and clinical competence, and struggle to assimilate to the academic learning environment. Findings illuminate the importance of tailoring orientation and engagement activities to the specific transitional needs of articulating students.
View less >
Journal Title
Contemporary Nurse
Volume
38
Issue
1-2
Subject
Nursing
Nursing not elsewhere classified
Other education not elsewhere classified