Resisting, Reaching Out and Re-imagining to Independence: LPN's Transitioning towards BNs and Beyond.

Melrose, Sherri; Wishart, Paul M.

Little is known about the process of how nurses transition between vocational training and institutions of higher education. Understanding this process provides educators with the knowledge to support new groups of university students making this transition. Grounded theory (GT) was used to explore and understand this process. Three studies from a 7-year research program were used as data. The analysis led to the generation of a GT illuminating the process of students transitioning from post-LPN to BN. This GT illustrates how students overcome difficulties encountered moving to a more complex nursing role. The students' main concern was a lack of independence. The core variable, which resolves this main concern, and which emerged from the analysis of the data is developing independence. There are three sub-core variables, resisting, reaching out and re-imagining which support this core variable of developing independence.

ALBERTA; AUTONOMY (Psychology); FOCUS groups; GROUNDED theory; INTERVIEWING; LONGITUDINAL method; NURSES; PRACTICAL nurses; PROFESSIONS; RESEARCH funding; VOCATIONAL education; QUALITATIVE research; INSTITUTIONAL cooperation; TRANSITIONAL programs (Education); REPEATED measures design; BACCALAUREATE nursing education; SOCIAL role change

International Journal of Nursing Education Scholarship, 2013, Vol 10, Issue 1, p107

1548-923X

Academic Journal

10.1515/ijnes-2012-0033