The lived experience of licensed practical nurse (LPN) to registered nurse (RN) transition.

摘要

According to Heller, Oros, and Durney-Crowley (2000), the nursing shortage that the United States is currently facing is different from any on record. In the past, nursing shortages have been less pervasive and responded in a relatively quick manner to the strategies employed to curb the trend. In contrast, the shortage we are currently experiencing is not likely to go away soon; rather, it is speculated that it will continue to worsen. As a result, the healthcare industry has begun to look to the Licensed practical nurse as a viable answer to the shortage of registered nurses across the United States. As there is a paucity of existing data regarding this most unique group of adult students, this study was developed in an effort to learn more about the experience of the LPN to RN transition in order to better support the returning LPN during professional nursing education. This study is qualitative using a multi-voice, phenomenological approach.; Six former LPN to RN students, four significant others, and three faculty-advisors (including the researcher) were interviewed to elicit specific descriptions of the experience. The transcripts were analyzed using Moustakas' (1994) modification of the Stevick-Colaizzi-Keen method. The results demonstrated several recurring themes pertaining to motivations to return, preparations for entry, the early nursing school experience, subtle changes, and implications of the new role.; Overall, the LPNs in this study sought RN licensure as a means to fulfill an original dream and to obtain greater independence, both in practice and financially. The students prepared for entry by engaging in self-talk, and by making multiple changes in the organization of their lives. Once in nursing school, there were five early experiences that seemed to be universal for these students: negative peer pressure or sabotage from co-workers; shock as the magnitude of nursing school, work, and worry became an everyday reality, struggle to unlearn content or habits that were no longer acceptable and learning the content in a new way; bonding together in support of one another; and determination to persevere. Subtle changes in their thinking toward the end of the program were noted by interviewees from all perspectives. Finally, the new role held many implications for both the students and their loved ones. Their achievement signaled good things to come, including pride, confidence, empowerment, and freedom.