Learning Objective #1: Identify the relationship of barriers and facilitators to Alabama healthcare workforce development through educational mobility among Associate Degree nurses

Learning Objective #2: Discuss potential implications for nursing education and nursing practice

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The primary purpose of this pilot study was to examine the relationship of barriers and facilitators to Alabama healthcare workforce development through educational mobility among recently graduated Associate Degree nurses. The sample consisted of ASN graduates of a college in Alabama from 2003-2004, with a 35 percent return rate (n = 13). The findings of this study added support to previous studies (HRSA, 2002; Rapson & Rice, 1999), with 15.4 % of respondents currently enrolled and 54.5% intending to enroll in a formal education program. These findings point to a large population of nurses who would like to return to school but who may have too many barriers preventing their return. Bivariate findings included intent to apply to a RN to BSN program in the future negatively correlated to the influence of schedule of courses (r = -.63, p < .05); the need to earn a salary (r = -.76, p < .01); electronic access to a computer (r = -.70, p < .05); and the number of dependents under six years of age (r = -.63, p < .05). Application for admittance into a RN to BSN program positively correlated to the influence of part-time study (r = .64, p < . 05) and negatively correlated to the influence of computer literacy (r = -.67, p < .05). Findings supported researchers (Rapson & Rice, 2002) who found barriers to educational mobility included lack of incentives, and financial and family constraints. The majority of respondents (92.3 %) reported that they had internet/web access at home or work, indicating that nursing education programs should maximize the utilization of technology. Findings also indicate that part time studies may be more attractive to nurses who are returning to school.