The Call for 80% BSNs by 2020: Where Are We Now?

Many associate degree nurses are returning to school for a baccalaureate degree in nursing. This has resulted in changes in admission processes and delivery options in RN-to-BSN programs. As the number of completion programs increases, so do the ways in which nurse educators create positive learning environments for these students. Opportunities exist for faculty to encourage and promote the success of the RN-to-BSN student.

New graduate survey: factors that influence new nurses' selection of first clinical position.

AIM: The aim was to survey nurses with 2 to 3 years' experience to determine what factors were involved in the choice of their first nursing position and if they were still in that position. BACKGROUND: A false sense that the nursing shortage has ended has occurred with nurses delaying retirement until the economy improves. However, the turnover rate still shows 26% of registered nurses leaving their first hospital position within 2 years. METHODS: New graduate nurses were surveyed to determine if nursing was what they expected, what led them to their first position, if they were still in their first position, and factors that may have influenced these decisions. The 159 respondents also commented on their intent to stay and gave free-text responses. RESULTS: Significant difference was found between the current unit worked with both the unit wanted while in nursing school and the unit wanted upon graduation. Positive and negative narrative comments shed light on factors influencing intent to stay. CONCLUSION: Nurses are concerned with ability to deliver safe care, supportive management, and teamwork. IMPLICATIONS FOR NURSING MANAGEMENT: Recommendations were made for nursing management in creating an environment of continued learning and teamwork to support new graduate nurses.

Ready, set, teach! How to transform the clinical nurse expert into the part-time clinical nurse instructor.

Many schools of nursing are hiring part-time clinical instructors with little or no teaching experience. Although they contribute greatly to student nurses' clinical experience, many do not realize the commitment they are making when they accept such a position. If key issues are addressed before new part-time clinical instructors begin teaching, the transition could be made more smoothly. An in-depth orientation, awareness of the need for preparation for clinical rotations, and strategies to assist students in achieving course objectives can guide new instructors as they begin this venture. Preparing new part-time clinical instructors from the beginning will give them a more accurate picture of clinical education, increasing their recruitment and retention and providing students with quality learning experiences.