The purpose of this qualitative research study with an existential phenomenological approach was to generate an understanding of the lived experiences of a shared central phenomenon of RN-to-BSN graduates and determine their perceptions of the value of their BSN degree. RNs may have begun their education journey at the diploma or associate degree level, and their insights into how obtaining their degree changed their professional and personal goals may contribute greatly to this study. The theory of planned behavior guided this study. The experiences, perceptions, and value that affect RNs’ educational journeys were the framework for this qualitative research study with an existential phenomenological approach. The data collection procedure was open-ended, semi-structured, which was consisted of one-on-one interviews with 12 nurses who are licensed in Massachusetts and who are graduates of RN-to-BSN programs. The findings identified seven major emerging themes, a) job requirement, b) promotion, c) professional growth, d) personal growth, e) family obligations, f) time and energy, and h) compensation. The themes were incomparable through all emerging themes. The future implications of this study have the potential to add to the body of knowledge for nursing education and RN-to-BSN programs because it has provided opportunities for non-BSN RNs to continue their education for job requirements and promotions for career opportunities.
|Advisor:||Marzano, Maureen A.|
|Commitee:||Mullen, Cyndey, Underdahl, Louise|
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-B 80/06(E), Dissertation Abstracts International|
|Subjects:||Nursing, Health education|
|Keywords:||Associate degree, Diploma, Phenomenological, RN-to-BSN program|
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