Empowerment During Nursing School: A Case Study

Elizabeth A. Caley, BA, BSN, RN, School of Nursing, Oregon Health & Science University, Portland, OR, USA, Miriam Hansen, BSN, RN, Cardiac Recovery Unit, St. Vincent's Medical Center, Portland, OR, USA, Marychar White, BA, BSN, RN, Coronary Recovery Unit, Portland St. Vincent's Medical Center, Portland, OR, USA, Amy Carmona, BA, BSN, RN, Neurology, Portland Providence Medical Center, Portland, OR, USA, and Benjamin Oberreuter, BA, BSN, RN, Cardiac, Portland Providence Medical Center, Portland, OR, USA.

Background: A private university in the northwest increased nursing school enrollment by switching from a traditional 9-month school year to a year-round format. This created a second cohort of nursing students that began their first term of upper-division nursing courses in the winter semester. In an attempt to maximize time during the second semester, the curriculum was condensed from 16 weeks to 13 weeks, resulting in up to 70 hours weekly of course and clinical work. Students and faculty experienced difficulties meeting the demands imposed by this condensed semester. As a result, 25% of the students did not progress to semester three.

Methods: The faculty encouraged the students to conduct a survey to collect data on this problem. These students developed a questionnaire of thirteen questions to measure aspects about the summer semester and received a 75% response rate.

Results: The survey identified the following difficulties with the curriculum change – 82% of respondents were dissatisfied with the second semester and 84% of respondents believed they learned less during a compressed semester. The open ended questions revealed a need for a longer semester and a mid-semester break. Results were presented in several forums. As a result, several changes occurred that included removing 2 credits from the second semester, adding a mid-semester break and lengthening the semester.

Implications: The students conducted a systematic review and developed concrete suggestions for the faculty. By presenting systematic data, these students opened the path of communications and specific changes were made to scheduling and curriculum. Many nursing schools strive to teach abstract concepts such as leadership and empowerment. The process used through this experience highlights factors that led to student empowerment.

Learning Objective #1: The learner will be able to describe characteristics that lead to student empowerment.
Learning Objective #2: The learner will be able to describe barriers to student nurse empowerment.