Rapson M F, Perry L A, Parker B
University of Maryland School of Nursing, Baltimore, MD 21201.
J Prof Nurs. 1990 Mar-Apr;6(2):113-20. doi: 10.1016/s8755-7223(05)80090-0.
If national standards for entry into practice are to be changed, viable routes to achievement of the BSN must be established in each state. Maryland has implemented a statewide articulation model that allows the registered nurse to obtain credit for work completed at lower division schools through one of three advanced placement options. This study sought to answer the question of whether there is a difference in selected academic outcomes of senior RN-to-BSN students who choose different pathways available in the model. Data were collected from all students (n = 113) completing clinical concepts courses at a large university school of nursing. The independent variables were mode of entry and pattern of study. The dependent variables were scores obtained on the National League for Nursing (NLN) Comprehensive Nursing Achievement Test for Baccalaureate Nursing Students and the grades obtained in the spring and fall nine-credit clinical concepts courses (examinations, formal papers, clinical evaluations). The entry pathway did not make a significant difference in terms of scores on the spring NLN examination, course tests, or paper grades. However, differences were noted in the clinical area. Transition course students achieved the highest mean clinical performance score, and direct transfer students achieved the lowest score. The implication for nursing education is that there appears to be no significant difference in academic achievement of RN-to-BSN students admitted for advanced placement using three different validating procedures.
如果要改变执业准入的国家标准，每个州都必须建立获得护理学学士（BSN）学位的可行途径。马里兰州实施了一种全州范围内的衔接模式，该模式允许注册护士通过三种进阶安置选项之一，获得在低年级学校完成的学业学分。本研究旨在回答这样一个问题：选择该模式中不同途径的护理学学士后学位（RN-to-BSN）高年级学生，在选定的学业成果方面是否存在差异。研究数据收集自一所大型大学护理学院所有完成临床概念课程的学生（n = 113）。自变量为入学模式和学习模式。因变量为本科护理专业学生在全国护理联盟（NLN）综合护理成就测试中获得的分数，以及在春季和秋季九学分临床概念课程（考试、正式论文、临床评估）中取得的成绩。入学途径在春季NLN考试成绩、课程测试成绩或论文成绩方面没有显著差异。然而，在临床领域发现了差异。过渡课程学生的平均临床表现得分最高，直接转学学生得分最低。对护理教育的启示是，使用三种不同验证程序准入进阶安置的RN-to-BSN学生在学业成绩上似乎没有显著差异。
