Abstract
The purpose of this study was to identify barriers that prevent practical nurses in the state of North Carolina from pursuing registered nurse education. A cross-sectional sample of 128 practical nurses completed a modified version of the ";Learning Interests and Experiences of Adult Americans"; (Cross,1981; Powell 1989). A convenience sample of experts in the field of nursing, nursing administration, and nursing education were interviewed to triangulate the data. Logistic regression was used for data analysis.
Two barriers were identified that prevent practical nurses from advancing to registered nurse education in the state of North Carolina: Strict attendance requirements and required full-time study. It was determined that non-traditional approaches to practical nurse to registered education would reduce or eliminate the identified barriers. Nurse educators involved in practical nurse to registered nurse education are encouraged to closely examine program requirements for the identified barriers and consider the flexibility offered by online education as a strategy to reduce or eliminate the identified barriers.
Sigma Membership
Non-member
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Cross-Sectional
Research Approach
Other
Keywords:
Licensed Practical Nurses, Nursing Education, Higher Education Pursuit, Education Barriers
Advisor
Sarah Hutslar
Second Advisor
Heeja Kim
Third Advisor
Frank Gomez
Degree
PhD
Degree Grantor
Touro University International
Degree Year
2003
Recommended Citation
Turner, Douglas M., "A cross-sectional study to determine barriers in the educational advancement of the licensed practical nurse to the registered nurse in the state of North Carolina" (2022). Dissertations. 1084.
https://www.sigmarepository.org/dissertations/1084
Rights Holder
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Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2022-01-24
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3132980; ProQuest document ID: 305218357. The author still retains copyright.