Author Affiliation: Professor, Nursing Department, The City University of New York (CUNY) College of Staten Island, and CUNY Graduate College, New York.
Nurse Educ. 2020 May/Jun;45(3):155-159. doi: 10.1097/NNE.0000000000000708.
Although improvements have been made in articulation agreements, credit transfers, and concurrent enrollments, meeting the 80% BSN by 2020 goal falls short.
Nursing students at key transitional points (such as first- and last-semester students) are faced with numerous academic and career path challenges and opportunities simultaneously, often leaving them overwhelmed and in need of additional support and resources.
Guided by Jeffreys' Nursing Universal Retention and Success model, a proactive, holistic approach for facilitating articulation, academic progression, and transition is presented.
Implementation with fourth/last-semester associate degree nursing students and newly admitted RN-BSN students yielded positive student feedback and survey data.
Nurse educators can make a positive difference in students' transitional experiences, career path planning, and educational mobility via a coordinated, connected, proactive, holistic approach guided by an evidence-based theoretical framework.
尽管在衔接协议、学分转移和同时注册方面已经取得了一些进展，但要在 2020 年前实现 80% 的 BSN 目标仍有差距。
护理专业的学生在关键的过渡点（如第一学期和最后一学期的学生）同时面临着众多的学术和职业道路的挑战和机遇，这常常使他们不知所措，需要额外的支持和资源。
以杰弗里斯的护理普遍保留和成功模式为指导，提出了一种积极主动的、全面的方法来促进衔接、学业进步和过渡。
与第四/最后一学期的副学士学位护理学生和新入学的 RN-BSN 学生一起实施，得到了学生的积极反馈和调查数据。
护士教育工作者可以通过一种协调、连贯、积极主动、全面的方法，以循证理论框架为指导，对学生的过渡经历、职业道路规划和教育流动产生积极的影响。
