Current political, social and professional trends have resulted in an increased enrollment of registered nurses (RNs) in Baccalaureate of Nursing (RN to BSN) completion programs (AACN, 2012; McEwen, White, Pullis & Krawtz, 2012). Although recent studies have demonstrated the benefits of baccalaureate preparation on patient outcomes in the areas of safety and decreased mortality (Aiken, Clark, Cheung, Sloan & Silber, 2003; Aiken, Clarke, Sloane, Lake & Cheney, 2008; Blegen, Goode, Park, Vaughn & Spetz, 2013; Kutney-Lee, Sloan & Aiken, 2013; Aiken et.al, 2014), and on leadership, critical thinking and communication skills (AACN, 2010; Giger & Davidhizar, 1990; McNeish, Rodriquez, Goyal & Apen, 2013; Phillips, Palmer, Zimmerman & Mayfield, 2002), there is limited literature on the personal transformation that is experienced by the registered nurse (RN) who has completed the Baccalaureate degree in nursing. Research from the disciplines of psychology, college student development and adult education describe the importance of personal transformation and the development of self-authorship in college students to meet the complex challenges of the 21st century. The purpose of this study was to explore personal transformation, with specific attention to the development of self-authorship, in the RN who recently graduated from a baccalaureate completion program. Semi-structured interviews were conducted with 14 RNs who graduated from an RN to BSN program within the past year. Transformation was described as meaningful change in self and practice. Meaningful change in this sample was evident in a lasting awareness, an increase in confidence and the application of new learning into practice. Themes that emerged from the category of Change in Self included having gained 1) a broader perspective, 2) confidence and 3) awareness and clarity. Narratives that described Change in Practice generated themes of 1) feeling more well-rounded as a nurse, 2) having more confidence in practice and 3) having acquired new skills. Knowledge in this area could influence the intentional design of RN to BSN curricula for transformation, as well as encourage further research on personal transformation related to professional practice and health care outcomes.
|Advisor:||Kelly, Kathleen A.|
|Commitee:||Kelman, Glenda B., Peterson, Linda C.|
|School:||Sage Graduate School|
|Department:||School of Health Sciences|
|School Location:||United States -- New York|
|Source:||DAI-B 76/10(E), Dissertation Abstracts International|
|Subjects:||Educational psychology, Nursing, Higher education|
|Keywords:||Adult student development, Constructive-development, Personal transformation, Rn to bsn, Self-authorship, Transformative learning|
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