AIM The aim of the study was to describe the transition conditions (facilitators and inhibitors) encountered by licensed practical nurses in registered nurse educational programs (LPN-to-RN students). BACKGROUND LPN-to-RN students are important because they may increase diversity and numbers of RNs. However, no prior study has examined transition experiences of LPN-to-RN students across the United States. METHOD A cross-sectional survey of LPN-to-RN students was conducted using Meleis et al.’s transition theory. RESULTS Students (n = 873) from 131 nursing programs responded. The most common facilitators were personal motivation and believing the content taught was valuable; the most common inhibitors were juggling multiple responsibilities and personal stress levels. Several significant relationships between transition conditions and program/student characteristics were identified. CONCLUSION Faculty in LPN-to-RN programs can increase support for students by refining their own actions and addressing potential challenges when LPN and non-LPN nursing students share classes.

BACKGROUND: A sense of connection is central to nursing education and is associated with positive student outcomes. The aim of this concept analysis was to clarify the meaning of student interpersonal connection in nursing education. METHOD: Walker's and Avant's method of concept analysis was used. Google and ancestry searches identified uses of "connection" across disciplines. PubMed® and ancestry searches identified 24 relevant manuscripts from nursing education, and two concept analyses related to connection in general nursing contexts; these informed the core of the analysis. RESULTS: Across disciplines, connection had varied uses; these informed the analysis. Student interpersonal connection in nursing education was tentatively defined as a nursing student's evolving perception of mutually valuing, feeling close to, feeling comfortable with, and being cared about by others he or she encounters in education. CONCLUSION: The evolving nature and importance of this concept support the need for further scholarship in this area.

Doctorally prepared nurses must be able to represent the unique nursing perspective within interdisciplinary teams to address contemporary health challenges. This article provides a student exemplar applying the unifying focus of facilitating humanization as described by Willis, Grace, and Roy to science on nature and health. As scientific knowledge becomes more complex, nurses must be skilled in translating information through the nursing lens to support individuals in realizing meaning, choice, quality of life, and healing in living and dying. In order for doctoral students to shepherd the discipline, they must first integrate nursing's philosophical underpinnings into their practice.