The transition experience of Enrolled Nurses to a Bachelor of Nursing at an Australian University
Lisa Hutchinson
School Based Youth Health Nurse, Queensland Health; Research Centre for Clinical and Community Practice Innovations, School of Nursing and Midwifery, Griffith University, Gold Coast QLD
Creina Mitchell
School of Nursing and Midwifery, Griffith University, Gold Coast QLD
Winsome St John
Associate Professor, Research Centre for Clinical and Community Practice Innovations, School of Nursing and Midwifery, Griffith University, Gold Coast QLD
PP: 191 - 200
Abstract
Endorsed Enrolled Nurses (EENs) articulating from diploma level to Bachelor of Nursing (BN) studies at university experience many transitional barriers. Flexible credit arrangements can create further difficulties because students may enter directly into the second year of a degree program, thus foregoing supportive interventions targeting first year students.
This qualitative study explored the transitional barriers faced by EENs articulating to the second year of a BN program and the processes employed to adapt to the university learning environment. Lizzio's (2006) Five Senses of Success Model provided a framework for data analysis. Lizzio's model highlights how students' success at university depends on their sense of purpose, capability, resourcefulness, connectedness and academic culture.
This study revealed EENs grapple with their dual identity, have difficulty reconciling their academic and clinical competence, and struggle to assimilate to the academic learning environment. Findings illuminate the importance of tailoring orientation and engagement activities to the specific transitional needs of articulating students.
Keywords
Enrolled Nurses; Registered Nurses; transition
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