Girard Samantha A, Hoeksel Renee, Vandermause Roxanne, Eddy Linda
J Nurs Educ. 2017 May 1;56(5):260-265. doi: 10.3928/01484834-20170421-02.
The number of RN-to-baccalaureate nursing (BSN) programs is increasing; however, nurses continue to voluntarily withdraw at higher rates than expected.
A Heideggerian hermeneutic approach was used to interpret the meaning of the experience of RNs, who voluntarily withdraw from their baccalaureate nursing programs. The research aims were to generate a comprehensive understanding of (a) the experiences of RN-to-BSN noncompleters, (b) the meaning noncompleters ascribe to the experience of dropping out, and (c) the interplay between factors that influence dropout decisions.
Two overarching patterns of understanding emerged: Withdrawing as Revisiting Failure, and Withdrawing as Impasse: On One Side of the Divide. The factors that influence whether an RN finishes a baccalaureate nursing program are many, but the effect on dignity and well-being are immeasurable.
Voluntary withdrawal from an RN-to-BSN program leaves nurses professionally place-bound, affecting not only the individual nurse but also the profession. [J Nurs Educ. 2017;56(5):260-265.].
注册护士攻读护理学学士学位（BSN）项目的数量在增加；然而，护士的自愿退出率仍高于预期。
采用海德格尔诠释学方法来解读那些自愿退出护理学学士学位项目的注册护士的经历的意义。研究目的是全面理解：（a）注册护士攻读 BSN 未完成者的经历；（b）未完成者赋予辍学经历的意义；（c）影响辍学决定的因素之间的相互作用。
出现了两种总体理解模式：因重温失败而退出，以及因陷入僵局：处于分歧的一侧而退出。影响注册护士是否完成护理学学士学位项目的因素众多，但对尊严和幸福感的影响是无法估量的。
从注册护士攻读 BSN 项目中自愿退出使护士在职业上受到限制，不仅影响个体护士，也影响整个行业。[《护理教育杂志》。2017 年；56(5):260 - 265。]
