Megginson Lucy A
Instructor of Nursing, Georgia Highlands College, Rome, GA 30161, USA.
J Nurs Manag. 2008 Jan;16(1):47-55. doi: 10.1111/j.1365-2934.2007.00784.x.
Qualitative using phenomenological inquiry. Methods Purposive sample of six RN-BSN students participated in focus group interviews. Data were analysed using Colaizzi's phenomenological method.
Incentives included: (1) being at the right time in life; (2) working with options; (3) Achieving a personal goal; (4) BSN provides a credible professional identity; (5) encouragement from contemporaries; and (6) user-friendly RN-BSN programmes. Barriers included: (1) time; (2) fear; (3) lack of recognition for past educational and life accomplishments; (4) equal treatment of BSN, ASN and diploma RNs; and (5) negative ASN or diploma school experience.
RN-BSN educational mobility is imperative as: (a) 70% of practicing RNs (USA) are educated at the ASN or diploma level; (b) nurse academicians and leaders are retiring in large numbers; and (c) research links BSN-educated RNs with improved patient outcomes.
RN-BSN educational mobility is imperative to nurse managers and nurse administrators because: (a) research links BSN-educated RNs with improved patient outcomes; (b) nurse leaders and academicians are retiring in large numbers; and (c) approximately 70% of practicing RNs (USA) are educated at the associate degree or diploma level with only 15% moving on to achieve a degree past the associate level. Measures to foster incentives and inhibit barriers (caring curricula and recognition of different educational levels) should be implemented at all levels of nursing practice, management and academia.
采用现象学探究的定性研究。方法：选取六名护理学学士（RN-BSN）学生作为有目的的样本，参与焦点小组访谈。数据采用科莱齐现象学方法进行分析。
激励因素包括：（1）处于人生的正确时机；（2）有多种选择；（3）实现个人目标；（4）护理学学士提供可靠的专业身份；（5）同龄人鼓励；（6）用户友好型的护理学学士课程。阻碍因素包括：（1）时间；（2）恐惧；（3）过去的教育和生活成就未得到认可；（4）护理学学士、护理学副学士（ASN）和文凭护士受到同等对待；（5）护理学副学士或文凭学校的负面经历。
护理学学士教育的流动性至关重要，原因如下：（a）美国70%的执业护士接受的是护理学副学士或文凭水平的教育；（b）护士学者和领导者大量退休；（c）研究表明，接受护理学学士教育的护士能改善患者预后。
护理学学士教育的流动性对护理经理和护理管理人员至关重要，原因如下：（a）研究表明，接受护理学学士教育的护士能改善患者预后；（b）护士领导者和学者大量退休；（c）美国约70%的执业护士接受的是副学士学位或文凭水平的教育，只有15%的人继续攻读副学士以上学位。应在护理实践、管理和学术界的各个层面采取措施，促进激励因素并抑制阻碍因素（关爱课程和认可不同教育水平）。
