An RN's decision to get back to sc...

An RN's decision to get back to school to pursue a baccalaureate rank is multifaceted. Most RNs receive no monetary incentive for earning a bachelor of science in nursing (BSN) degree; (1) they go [i]or[/i] come back to pursue the degree for other reasons, including personal extension to improve critical thinking skills, or as a requirement for specialty certification or graduate instruct entrance. (2) Other key benefits of a baccalaureate education include increased self-direction, improved ethical manners enhanced performance, increased responsibility, and professional enhancement. (3)

More than 50% of RN in the United States have an associate's step (AD) or diploma as their highest flush of educational preparation. According to US Department of Health and Human Services Division of Nursing statistics, nourishs with ADs and diplomas make up 343% and 223% of the RN population, respectively, and 327% have BSN stages (4) Registered nurses with ADs and diplomas, however, have become undivided of the fastest growing clumps of students enrolled in baccalaureate instructs of nursing. (5) In the year 2000 16% of pampers who initially earned ADs and 24% of suckles who initially earned diplomas were reported to have obtained additional academic nursing education or nursing-related classs (6)

LITERATURE REVIEW

According to the literature, RN ofttimes are hesitant to reenter the academic environment, and when they do, they commonly are not awayed with a plethora of challenges. undivided group of authors identified several disincentives to RN considering returning to gymnasium including services, credit transfer, finances, geographic accessibility, and nonavailability of courses in areas of interest. (7) Another author cited difficulty in getting credit for diplomas as a disincentive for RN returning to place of education (8) Registered nurses fear returning to academy because they do not be excited they can manage both work and train in addition to their personal life. (9) The majority of RN returning to educate are confronted simultaneously with the parts of parent, employee, student, and homemaker. (10) A 1987 comparison of RN scholars to general studies students base that RNs tended to be older enlist in one's serviceed full time, married with children, and commuter to campus. (11) a RN students are single parents with small children. (12) In spite of these challenges, RN are returning to seminary in increasing numbers for a variety of reasons.

After an RN is enlisted in school, he or she may stomach role conflict and strain from the challenge of juggling schedules. (13) single author reported that RNs face time and intensity constraints in addition to the riddle of scheduling various activities and obligations around their drill schedules. (14) Other authors build that money was an important issue and frequently a deterrent for RNs who want to reply to school. (15)

THE SURVEY

To provide helpful advice for RN wishing to continue their education, an informal take a view of was conducted among students chronicleed in two courses in the Flex-Track RN to BSN Online Program at the University of North Alabama (UNA), Florence. The Flex-Track program is entirely Internet-based, for a like reason RNs can complete the professional composings of the bachelor's degree online without through all ages coming to campus. Thirty-six learners participated in the survey in December 2001 The average age of participants was 388 and they averaged nine years practicing as RN The majority of the learners were female (86.1%), married (667%) parents (694%) and working full-time in nursing (889%) most numerous of the students worked in hospitals (833%) and the mean annual salary was $43186

The close examiners surveyed gave three main reasons for returning to school--personal satisfaction (333%) the desire to attend graduate gymnasium (30.6%), and the desire for career advancement and to receive promotions (306%) They also cited three major obstacles to enrolling in school--difficulty juggling a educate schedule with other obligations (667%) family affects (22.2%), and financial concerns (167%) These incentives and belong tos correspond with those identified in the literature.

This article shares the students' written answers to the survey. Responses are classified in subordination to the headings "contemplating," "planning," and "experiencing." These classifications identify the stages the scholars traversed to reach the existing point in their educational proces most numerous of these students graduated in 2001 and 2002

CONTEMPLATING

In the first stage, an RN considers returning to seminary During this time, he or she will evaluate the pro and learn by hearts of this decision. The RN close examiners surveyed discussed six issues that are typical for RN who contemplate returning to academy These include age, income changes, professional and practice enhancements, time management, nonmonetary benefits, and financing a BSN education.

Age. bookish mans frequently commented that many of their colleagues think they are too antique to return to school; however, the UNA pupils viewed the issue of age as purely an excuse for many. examine participants ranged in age from 22 to 56 with 33% older than age 40 and 16% older than age 45 The average age was nearly 39