Facilitators and Inhibitors of LPN-to-RN Student Transition: A Cross-Sectional National Survey
Student Authors
Amanda E. CornineUMass Chan Affiliations
Tan Chingfen Graduate School of NursingDocument Type
Journal ArticlePublication Date
2022-09-26
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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.Source
Cornine, Amanda E.; Crawford, Sybil L.; Sullivan-Bolyai, Susan. Facilitators and Inhibitors of LPN-to-RN Student Transition: A Cross-Sectional National Survey. Nursing Education Perspectives: September 26, 2022 - Volume - Issue - 10.1097/01.NEP.0000000000001051 doi: 10.1097/01.NEP.0000000000001051DOI
10.1097/01.NEP.0000000000001051Permanent Link to this Item
http://hdl.handle.net/20.500.14038/51280Related Resources
Amanda Cornine's dissertation from UMass Medical School
ae974a485f413a2113503eed53cd6c53
10.1097/01.NEP.0000000000001051