What makes a great RN to BSN program?

HouTx, BSN, MSN, EdD · Jul 21, 2014

That's easy -- Recognition & respect for the participants existing level of expertise. Incorporate this into the curriculum by allowing students to customize some assignments to 'show off' their abilities. Make sure all work is actually relevant and meaningful - tie it to actual practice so that the theory comes alive.

So glad you're making this effort rather than taking the easiest route.

Penguin67 · Jul 21, 2014

It should meet the scheduling needs of the working RN and be flexible. Online only works if your students are computer literate, and is not for everyone. Hybrid (online and some live classes) works quite well because there is a "connection" and students don't feel so left out in cyberspace. You have to recognize that RN-BSN students are "different" than prelicensure students, but will earn the same degree as the prelicensure student, but take a different path to get there. Not always an easy concept for non-RN-BSN faculty to swallow, as many want the RN-BSN student to do everything the same as the prelicensure student and there are many things that they don't need to do similarly.

EasterRN · Jul 22, 2014

This may be small potatoes in the big scheme of things, and perhaps not even what you are asking for, but one of the biggest frustrations of my BSN program were the group projects. I understand the concept, I understand the premise: As a BSN, one is more likely to advance to a management position, and participating in group projects is a microcosm of management on the bigger scale. How to effectively communicate to and with those that do not pull their own weight gives one insight into the real world of managing a team of nurses. Learning how to effectively delegate and not take on too much responsibility due to one’s own controlling nature of “if you want something done right, just do it yourself”. Conflict resolution. Equitable division of tasks. Group dynamics. It’s all important. However, rather than subject students to the never-ending group projects (one in every class, in my case) that typically do not work out how they theoretically should, why not bolster the actual Leadership classes themselves? Group projects stink. Invariably there are students who submit the minimum, and typically the incorrect minimum, and with the fast pace of most programs there isn’t enough time to redirect, reeducate, provide support, and wait for a resubmission; leaving the rest of the team to pick up the slack. Teach me effective leadership skills in leadership class, and allow me earn my own grades in all other aspects of my program. IMHO, my grades (good or bad) ought to reflect my individual efforts and comprehension. :twocents:

I know several students who decided against my University and opted for another, simply based on the group project requirement for every class.
Great question, I hope you get some great feedback!

llg, PhD, RN · Jul 22, 2014

Taking a totally different track to this question ...

I think it is very important to not only familiarize the students with information and give them a few intellecual skills ... but to also socialize them into the more academic segments of nursing culture. They need to acquire an appreciation of the more intellectual/academic aspects of nursing (e.g. theory, research, evidence-based practice, population perspectives, etc.) if they are ever going to benefit from their education and improve their practice in the long run. Too many programs fail to provide that affective learning that is necessary for the student to value what they have learned enough to actually use it in practice.

Some (many?) RN-BSN students don't really believe they need a BSN -- and that they already know everything they need to know to be the best nurse possible. The only reason they are going to school is to get more meaningless letters behind their name so that can get a different job -- or keep the one they already have (and already do perfectly). They are just there to "get their ticket punched" as one student told me. They resent having to go back to school and resist acknowledging that they might learn a few valuable things.

A great RN-BSN program (or teacher) would help the student recognize the importance of what they are studying. Students would finish each course aware of what they had gained of value from it and expect themselves to use that knowledge in actual practice -- or at least, recognize how others would use it in their practice in other roles or specialties.

So I think it is crucial for readings, lectures, assignments, etc. to NOT just be academic exercises for this population of students. Course material and activities need to include a heavy dose of "applying" the content to practice situations -- probably a combination of scenarios developed by the faculty and also real-life examples from the student's actual practice. A pre-licensure student who has never practiced is usually less critical of class content because they have a little more trust that what is being taught is relevant to their future nursing practice. But a nurse who has already been practicing successfuly for a while may be socialized by her work environment and friends to believe she "doesn't need" that additional education.

The great RN-BSN program helps him/her realize that she does need it -- and inspires him/her to want it.