Evaluation of two technology-enhanced RN-BSN programs: Emphasis on beneficial characteristics of Community/Public Health Nursing courses

Background: More nurses are prepared in Associate Degree (ADN) and Diploma programs than in baccalaureate nursing programs. Because public health nursing requires BSN preparation, effective RN to BSN programs that include effective didactic and clinical PHN components are needed to increase the numbers of BSN-prepared nurses available to fill PHN vacancies.

Methods: The objective of this study was to evaluate the effectiveness of RN-BSN programs at two state universities. Most RN-BSN students are working adults who find it difficult to decrease workloads while completing degree requirements. Specifically, the study sought to describe RN-BSN program components or characteristics that were viewed by students as facilitating, along with those that were seen as barriers to their progression. Further, specific information was sought about the beneficial characteristics and overall effectiveness of community/public health nursing courses, as well as if these experience stimulated student interest in public health nursing. Initial evaluation surveys were completed at one university in conjunction with a HRSA grant evaluation. A program evaluation survey was mailed to all graduates and face-to-face interviews were conducted with those who consented at the second university. Web-based evaluations were conducted with later cohorts at both universities and the results were compared to the original data.

Results: Early indications reveal that students appreciated the convenience of distance learning technologies, and the individual support and advising provided by key advisors. However, some students felt that they were ‘on their own' or that they were at ‘a different level than traditional students'. Institutional barriers were commonly cited, and ‘just getting started with classes' was the most difficult time for some students. Several students felt like they gained more confidence from the program and were more aware of the benefits of public health nursing.

Conclusions: The information gained from this evaluation can lead to the development of more student-friendly RN-BSN programs, and eventually to greater numbers of RN-BSN graduates. The BSN degree will continue to be required for upward mobility in the nursing profession, and can provide a means for nurses to move into community/public health nursing positions.