Essential content in RN-BSN programs.

Currently, there are more than 600 registered nurse to bachelor of science in nursing (RN-BSN) programs in the United States, and the number of students enrolled in them is growing quickly. This growth is at least partially in response to the Institute of Medicine's recent recommendation that 80% of RNs be BSN prepared by 2020. Proliferation of RN-BSN programs suggests a need to examine them more critically, as very little information is available in the nursing literature or through accrediting bodies regarding what courses and content they should include. This study was conducted to determine what directors of RN-BSN educational programs report as being "essential" content. The findings can be used as a guide for developing new programs or revising existing programs. They may also be used as a starting place for nursing educators to dialogue on what content and competencies are truly essential for BSN-prepared nurses and where education should be focused in RN-BSN programs.

Eighty percent by 2020: the present and future of RN-to-BSN education.

More than 600 RN-to-BSN programs currently exist in the United States, and the numbers of programs and students are growing rapidly. This unprecedented growth is a result of several factors, including the Institute of Medicine's recommendation that 80% of RNs be BSN prepared by 2020. This survey was undertaken to explore key ideas and issues related to RN-to-BSN education to gather information on how RN-to-BSN programs are changing and to uncover concerns posited by program directors. The survey indicated that lack of standardization has resulted in significant variability in expectations and requirements among RN-to-BSN programs. Further, numerous questions need to be answered and concerns addressed to develop strategies to maintain growth, improve access, and remove barriers without sacrificing quality. Findings can be used to ensure that RN-to-BSN education prepares graduates for the future health care system and that the outcome is not just a piece of paper.

A pilot for understanding interdisciplinary teams in rehabilitation practice.

Interdisciplinary teams in rehabilitation are effective for positive patient outcomes. They require skills in team building and interprofessional collaboration. The Institute of Medicine has interdisciplinary teams as one of the five core competencies for healthcare workers. In reviewing the literature on teams, several themes were developed, such as communication, collaboration, understanding of roles, and educational levels of team members. Using these themes, a survey was developed to assess perceptions of teams by rehabilitation nurses, physical therapists, and occupational therapists. Significant findings came from questions on educational levels of team members between nurses and occupational therapists and also within the nursing groups. Open-ended questions asked about barriers and facilitators for effective teams. We hope that these pilot results will lead to discussions on how to improve interdisciplinary teams and make them more effective for better patient outcomes.

National survey of RN-to-BSN programs.

More than 600 RN-to-BSN programs exist in the United States. Little information is available describing many aspects of these programs (e.g., curricula, program length, prerequisites). This study was undertaken to obtain a snapshot of RN-to-BSN education. This review is vital given the rapid growth of these programs and the anticipated increase in number of "completion" students necessary to meet the Institute of Medicine's goal that 80% of RNs be BSN-prepared by 2020. Data were collected and analyzed within general areas, including background information, curriculum, instructional formats, and evaluation. Findings from the survey can be used by educators to evaluate their RN-to-BSN programs and compare them with other programs. Further, evidence of potential weaknesses were identified, and educators are challenged to ensure that encouraging growth, focusing on flexibility, and making programs more user friendly does not result in inferior education. Rather, academic and programmatic rigor must be maintained.

Delegation knowledge and practice among rehabilitation nurses.

Delegation is an essential process that allows nurses to function more effectively and efficiently. The Association of Rehabilitation Nurses' (ARN) Southeast Texas Chapter research committee developed a survey to study registered nurses (RN) practices and knowledge of delegation to unlicensed assistive personnel. State boards of nursing determine delegation practices, so the survey was sent only to Texas ARN members. Benners' Novice to Expert theory was used to study delegation practices based on years of experience, certification, and education. Survey Monkey was used with a questionnaire developed by the research committee. Descriptive statistics analyzed data from the survey's 73 respondents, and chi-square measured significance of differences based on years of experience and certification (yes or no). Data show that delegation knowledge does not necessarily translate to practice, especially when looking at specific tasks performed by certified rehabilitation registered nurses (CRRNs) and non-CRRNs. The data support continued study of this important issue; 93.7% of respondents say delegation requires further discussion.

Environmental issues in patient care management: proxemics, personal space, and territoriality.

Patient privacy issues play a significant role in healthcare policy. However, concern for patient privacy may not always carry over into patient care activities. An Association of Rehabilitation Nurses chapter research committee undertook a study to assess rehabilitation nurses' knowledge of proxemics, personal space, and territoriality and their application in rehabilitation nursing practice. The theoretical framework was Hall's 1966 theory of proxemics. A pretest-posttest design with a 1-hour educational intervention was used with a convenience sample of rehabilitation nurses (N = 43). The tests consisted of 12 multiple-choice questions and 1 open-ended question related to practice. Paired-samples t tests of pretest and posttest scores demonstrated improvement in posttest scores (p <.0005). Analyses of variance were conducted to determine whether there were any differences on the posttest scores when looking at education level, years of work experience, years of work experience in rehabilitation nursing, and certification. Higher education levels correlated with higher test scores (p < .005). Although findings are limited by sample size, results indicate that rehabilitation nurses are not familiar with the impact of proxemics. The nurses'application of these principles in the open-ended question indicates that a patient's personal space in a healthcare setting is determined by the nurse, not the patient. The implications that result from a call to action on these issues are discussed.

Factors affecting membership in specialty nursing organizations.

A discouraging trend in many specialty nursing organizations is the stagnant or declining membership. The research committee of the Southeast Texas Chapter of the Association of Rehabilitation Nurses (ARN) collected data and studied this trend to determine what changes would be necessary to increase membership. Using Herzberg's motivational theory as a framework, a review of the literature was initiated. There were few current studies on this issue, but relevant information was found about nursing's emerging workforce, as well as implications of the growth of magnet hospitals, which affect whether nurses join specialty nursing organizations. A multifaceted data-collection approach using convenience samples was designed. First, relevant literature was reviewed. Second, a survey was sent by e-mail to other ARN chapters. Third, a telephone survey on other specialty organizations in the geographic region was completed. Finally, members of the local ARN chapter and four other specialty organizations, as well staff nurses in the geographic area, were given questionnaires to complete. Descriptive statistics and cross tabulations were used to determine why nurses do and do not join specialty organizations (N = 81). The most frequent reasons for joining an organization were to increase knowledge, benefit professionally, network, and earn continuing education units. Reasons for choosing not to participate were family responsibilities, lack of information about these organizations, and lack of time. Ways to reverse the decline in membership are discussed.