Nursing values and moral identity in baccalaureate nursing students.

BACKGROUND: Professional nursing identity formation requires alignment with the values and moral norms of the nursing profession. PURPOSE: This study sought to explore professional nursing identity formation by comparing differences in nursing values and moral identity between students enrolled in generic Bachelor of Science in nursing (BS) programs and Accelerated Second-degree Bachelor of Science in nursing (ASBS) programs who were nearing graduation. Secondary aims were 1) to explore the relationship between nursing values and moral identity and, 2) to analyze the influence of moral identity and being in an ASBS program on nursing values in baccalaureate students." METHODS: The descriptive, correlative study used a 42-item survey that included the Nursing Professional Values Scale-3 (NPVS-3), the Moral Identity Scale (MIS), and four demographic questions. An emailed invitation to take the online survey was distributed to senior students enrolled at four universities in California. RESULTS: No significant differences in NPV-3 scores or MIS scores between BS students and ASBS students were found. Overall, students scored lowest in the NPV-3 activism subfactor. A positive, statistically significant relationship between nursing values and moral identity was revealed. Regression modeling detected that every 1-point increase on the MIS significantly corresponded to an increase of 1.26 points on the NPVS-3 after adjusting for age and gender. Enrollment in an ASBS program did not have a statistically significant influence on nursing values. CONCLUSIONS: Findings suggest that students in both BS and ASBS programs who are nearing graduation are fully engaging with being a nurse. Overall, students ascribe more importance to the NPVS-3 subfactor of caring, and less importance on the NPVS-3 subfactors of activism and professionalism. Nursing values as measured by the NPVS-3 and moral identity as measured by the MIS are distinct concepts that together provide a salient measure of Professional Nursing Identity Formation in baccalaureate students.

There really is a difference: nurses' experiences with transitioning from RNs to BSNs.

The purpose of this phenomenological study was to explore and describe the experience that associate degree and diploma nursing graduates have when transitioning from RN to BSN. Twelve nurses with a variety of clinical backgrounds and completion of different RN-BSN programs were interviewed to elicit the lived experience of transitioning from RN to BSN. Eight theme clusters emerged when the formulated meanings were organized into categories: (1) Varied Expectations, (2) Tentative Beginnings, (3) Cornerstone Courses, (4) Translating Knowledge Into Empowerment, (5) Becoming Assertive Leader and Advocate, (6) Confronting and Conquering Challenges, (7) Envisioning the Whole, and (8) Recreating Everyday Practice. Findings indicate that both the quality of patient care and nurses' practice were enhanced as a result of BSN completion programs.

RN-BSN programs: associate degree and diploma nurses' perceptions of the benefits and barriers to returning to school.

The nursing profession is facing a serious shortage in all areas including BSN completion programs. The purpose of this study was to explore associate degree and diploma nurses' perceptions of the benefits and barriers to RN-BSN programs. In addition, factors that would facilitate degree completion in academia and work environments were examined.