Allen Patricia E, Armstrong Myrna L
Professor and Director of Center for Innovation in Nursing Education, Texas Tech University Health Sciences Center School of Nursing, Lubbock, TX..
J Prof Nurs. 2013 Nov-Dec;29(6):e37-42. doi: 10.1016/j.profnurs.2013.06.001.
Combined efforts of professional mandates, employer preferences for increased educational levels of staff registered nurses (RNs), Magnet's higher environmental ratings, the Institute of Medicine report, and Aiken's (2003, 2008, & 2011) clinical research outcomes have spawn renewed attention for RN-baccalaureate degree of science in nursing (BSN) education. Yet, nationally, only 21.6% of associate degree nurses are continuing their education (Health Resources and Services Administration, 2010). Designing programs with the student as the center, where student/faculty engagement is the goal, has enabled one school of nursing to develop a quality on-line RN-to-BSN program. Core values of the program reveal a faculty who is committed to development of education to transition the associate degree and/or diploma graduate to professional nursing practice without repetition of content and learning activities.
专业职责的共同努力、雇主对注册护士（RN）更高教育水平的偏好、磁石医院更高的环境评级、医学研究所的报告以及艾肯（2003年、2008年和2011年）的临床研究成果，重新引发了对护理学理学学士学位（BSN）教育的关注。然而，在全国范围内，只有21.6%的副学士学位护士在继续接受教育（卫生资源与服务管理局，2010年）。以学生为中心设计课程，将学生/教师互动作为目标，使得一所护理学院开发出了一个高质量的在线RN到BSN课程。该课程的核心价值观体现了教师致力于发展教育，以使副学士学位和/或文凭毕业生顺利过渡到专业护理实践，而无需重复内容和学习活动。
