Facilitators and Inhibitors of LPN-to-RN Student Transition: A Cross-Sectional National Survey

Amanda E Cornine; Sybil L Crawford; Susan Sullivan-Bolyai

doi:10.1097/01.NEP.0000000000001051

Facilitators and Inhibitors of LPN-to-RN Student Transition: A Cross-Sectional National Survey

Nurs Educ Perspect. 2023 Jan-Feb;44(1):18-23. doi: 10.1097/01.NEP.0000000000001051. Epub 2022 Sep 24.

Authors

Amanda E Cornine¹, Sybil L Crawford, Susan Sullivan-Bolyai

Affiliation

¹ About the Authors Amanda E. Cornine, PhD, RN, CNE, is an assistant professor, Lillian R. Goodman Department of Nursing, Worcester State University, Worcester, Massachusetts. Sybil L. Crawford, PhD, is a professor, Tan Chingfen Graduate School of Nursing at the University of Massachusetts Chan Medical School. Susan Sullivan-Bolyai, DNSc, CNS, RN, FAAN, is a professor and associate dean of research and innovation, Tan Chingfen Graduate School of Nursing at the University of Massachusetts Chan Medical School. Dr. Cornine gratefully acknowledges Dr. Carol Bova for her invaluable feedback and advice and Dr. Rita Amoah for her generous assistance in data analysis. This research was conducted as part of a doctoral program of research at Tan Chingfen Graduate School of Nursing at the University of Massachusetts Chan Medical School. Findings are also reported in the final dissertation, which was approved by the dissertation committee and is on file in the university's eScholarship Repository. For more information, contact Dr. Cornine at amanda.cornine@gmail.com.

PMID: 36580617
DOI: 10.1097/01.NEP.0000000000001051

Abstract

Aim: The aim of the study was to describe the transition conditions (facilitators and inhibitors) encountered by licensed practical nurses in registered nurse educational programs (LPN-to-RN students).

Background: LPN-to-RN students are important because they may increase diversity and numbers of RNs. However, no prior study has examined transition experiences of LPN-to-RN students across the United States.

Method: A cross-sectional survey of LPN-to-RN students was conducted using Meleis et al.'s transition theory.

Results: Students (n = 873) from 131 nursing programs responded. The most common facilitators were personal motivation and believing the content taught was valuable; the most common inhibitors were juggling multiple responsibilities and personal stress levels. Several significant relationships between transition conditions and program/student characteristics were identified.

Conclusion: Faculty in LPN-to-RN programs can increase support for students by refining their own actions and addressing potential challenges when LPN and non-LPN nursing students share classes.

MeSH terms

Cross-Sectional Studies
Education, Nursing, Baccalaureate*
Humans
Licensed Practical Nurses*
Social Behavior
Students
United States