Boyar D C, Senturia B B, Palisin H
Department of Health and Human Services, Seattle Central Community College, Washington.
J Nurs Educ. 1989 Oct;28(8):361-5. doi: 10.3928/0148-4834-19891001-07.
In response to a critical shortage of registered nurses, an accelerated transition program for licensed practical nurses (LPNs) was developed and implemented. A study of the program was undertaken to evaluate students' academic achievement and socialization into the RN role. NCLEX-RN scores and the Professional Nursing Questionnaire (PNQ) of Minnick, Yocum and Scherubel were used for evaluation. Experimental program students were compared with students in the second year of conventional two-year nursing programs. Results of role socialization revealed no significant differences between the groups at either the beginning or end of the program. NCLEX-RN scores were not significantly different. The lack of significant results may be attributable to the inability of the PNQ to detect changes over a short time, or to LPNs' knowledge of the RN role prior to program entry. NCLEX score results indicated that comparable academic achievement was possible in the accelerated program.
针对注册护士严重短缺的情况，开发并实施了一项针对执业护士（LPN）的加速过渡计划。对该计划进行了一项研究，以评估学生的学业成绩以及他们向注册护士角色的社会化程度。使用NCLEX-RN分数以及明尼克、约库姆和谢鲁贝尔的《专业护理问卷》（PNQ）进行评估。将实验项目的学生与传统两年制护理项目二年级的学生进行比较。角色社会化的结果显示，在项目开始或结束时，两组之间没有显著差异。NCLEX-RN分数也没有显著差异。缺乏显著结果可能是由于PNQ无法在短时间内检测到变化，或者是由于执业护士在进入项目之前就已经了解注册护士的角色。NCLEX分数结果表明，加速项目中可能取得相当的学业成绩。
