The purpose of this presentation is to share research examining whether there are resultant behavioral changes in professionalism for returning adult RN to BSN students, and to identify teaching-learning activities that stimulate transformative learning. Mezirow’s (1981) Adult Learning Theory served as a theoretical guide for the qualitative, descriptive study. A convenience sample of students enrolled in a RN to BSN completion program during two academic years was surveyed using the core standards from the American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Nursing Education (1998). Participants identified twenty six separate learning activities that created cognitive dissonance (conflict of values). Evidence of effectiveness of teaching strategies was reflected by changes in professional behavior three months post-graduation. These changes included increased collaboration with the healthcare team, increased patient advocacy, and increased confidence in the role as teacher of patients and families. Planned learning activities can serve as a blueprint for achieving the desired essential outcomes for baccalaureate practice and may be adapted to promote achievement of individual institution outcome objectives. Findings from this study have a primary implication for nurse educators. Specifically, learning activities that stimulate transformation in students’ perspectives may allow for planning and use of similar strategies in other RN to BSN curricula.

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See more of The 17th International Nursing Research Congress Focusing on Evidence-Based Practice (19-22 July 2006)