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Learning Objective 1: To summarize data about nurses’ attitudes toward continuing formal education and begin strategizing when to best market and motivate RNs to return to school.
Learning Objective 2: To evaluate the roles of educators, leaders, and policy makers in the enhancement of the nursing profession and quality nursing care through promoting nursing education.
Although a number of countries have changed their entry-into-practice standards, the majority of U.S. RNs continue to obtain an Associate Degree or Diploma. Few of these continue their formal education after licensure. Constructive attitudes toward education are motivators and are linked to positive educational outcomes. Thus, it is in the publics’ interest to invest more in enticing and enabling RNs to return to school.
The purpose of this study was to examine the attitudes of U.S. RNs, initially registered with an Associate Degree or Diploma, toward continuing formal education; whether these change over time; and if there are geographical differences. Actively licensed RNs were randomly selected to receive mailed questionnaires. The study sample closely resembled the general U.S. nurse population and instrument reliability was excellent.
This study supported the role of professional development and advanced education in overall job satisfaction and a link between salary and advanced education. Few RNs felt social pressure to return to school nor did they receive encouragement to continue their eduction during their initial nursing program. Attitudes in all categories rank barely above neutral and did not appear to change over time.
The findings in this study suggest that work needs to be done to improve RNs’ attitudes toward continuing formal education and research needs to be undertaken to understand what would entice them back to school. Some suggestions for support and improving RNs’ attitudes