Paper
Thursday, July 22, 2004
This presentation is part of : Nursing Education
Survivors -- RN Students Completing the BSN Degree
Janice L. Reilley, EdD, MSN, RN, C, School of Nursing, School of Nursing, Widener University, Chester, PA, USA
Learning Objective #1: Identify motivating factors, perceived barriers to education, and the various support systems utilized by the RN-BSN student population
Learning Objective #2: Identify levels of role strain among the RN-BSN population

Objective: To explore the RN-BSN studentsí reasons for returning to school, the perceived barriers to education, and support systems utilized as they completed their degree.

Design: A descriptive, correlational survey design was utilized.

Population: The target population was all female RN baccalaureate students at degree completion programs in Pennsylvania, New Jersey, or Delaware.

Sample: A convenience sample (N=370) was used to collect the data, with an effort to obtain a representative sample from urban, suburban, and rural areas. Responses from 215 students were analyzed.

Setting: Questionnaires were mailed directly to the students, or sent to the participating schools for distribution.

Years: Research was conducted from April to September of 2002.

Variables Studied: Motivating factors, perceived barriers, and support systems utilized by the students were assessed. Analysis was completed to determine if a relation existed between the type of entry-level program (Associate degree/Diploma program) and the three variables, as well as the degree of role strain.

Methods: Descriptive statistics were utilized to describe the variables. Data was analyzed utilizing Pearsonís Product-Moment Correlation.

Findings: A significant correlation (r=.128, p<.05) was noted between the Barriers to Education and the Source of Emotional Support. A majority of the subjects (69%) demonstrated a high level of role strain, but there was no significance between the two basic programs and the role strain scores.

Conclusions: The primary motivating factor was personal satisfaction (78.9%). Family constraints and work issues were a significant barrier to education. Spouse or partner served as the primary source of emotional support.

Implications: Needs of the RN students must be identified and met in order to facilitate their successful completion of the BSN degree. Identification of variables related to role strain in the RN-BSN population can lead to the development of support systems that can reduce the attrition rate of these students.

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