THE LIVED EXPERIENCE OF LICENSED PRACTICAL NURSES ENROLLED IN AN UPGRADE ASSOCIATE DEGREE NURSING PROGRAM.
Contributors: Peabody College For Teachers Of Vanderbilt University.
Published: 1992
Number of pages: 97
Subjects: Health Sciences, Nursing.
Description: This qualitative, phenomenological research study provides fuller understanding of the lived experience of licensed practical nurse (LPN) students enrolled in registered nurse (RN) programs. Analysis of responses provides insight into the values, attitudes, and feelings of mobility nursing students. Caring, caring curriculum, and transitional experience literature provide the theoretical foundation for the study.

This naturalistic methodology enabled indepth investigation into how graduates of associate degree nursing (ADN) programs perceive the mobility nursing education experience. Eleven graduates from four schools, in the state of Maine, comprised the sample. Open-ended interviews provided the means to educe feelings, perceptions, and thoughts related to the school experience. Respondents reflected on their perceptions of the educational experience relative to: identifiable stages, caring experiences, uncaring experiences, and transition into practice as RNs.

Data analysis revealed emergence of three distinct stages during the educational process. Stage one themes related to a determination to succeed regardless of educational or personal barriers. Stage two found most respondents better able to cope with added demands and pressures. The emergent theme in stage three indicated an excitement due to increased self-esteem and the nearness of completion. Data analysis related to caring experiences suggested that the caring atmosphere created by faculty members played a major role in student success. Support and encouragement of family, friends, and co-workers contributed significantly to positiveness of the school experience. Responses elicited relative to uncaring experiences indicated unfair treatment, ill-prepared faculty members, and unnecessary demands as comprising the majority of respondents' concerns. Data analysis relevant to transition into practice as RNs revealed several themes. Even though schools provided assistance regarding role change, the actual process did not occur until respondents returned to the work setting. Most respondents found that it took about a year to assimilate the new role. All respondents experienced increased self-esteem and self-worth in the new role as an RN.
Notes: Source: Dissertation Abstracts International, Volume: 53-04, Section: B, page: 1790.

Thesis (ED.D.)--PEABODY COLLEGE FOR TEACHERS OF VANDERBILT UNIVERSITY, 1992.

School code: 0074.