Avoiding bad connection: Orientation phone calls foster student‐faculty connection in an RN‐BSN program.
Background: Studies show that the primary reasons registered nurses (RNs) withdraw from registered nurse to bachelor of science in nursing (RN‐BSN) programs are related to the challenge of sustaining work and family obligations while in school and having unclear expectations. It has been shown that...
| Publicado en: | Nursing Forum Vol. 55; no. 4; pp. 793 - 800 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct-Dec2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=146866805&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 146866805 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00296473 22T jtl: Nursing Forum issn: 00296473 maglogo: Y pubinfo: dt: Oct-Dec2020 vid: 55 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 146866805 145863861 146866805 146866805 10.1111/nuf.12497 146866805 ppf: 793 ppct: 7 formats: tig: atl: Avoiding bad connection: Orientation phone calls foster student‐faculty connection in an RN‐BSN program. aug: au: Haggard‐Duff, Lauren Bogulski, Cari Rainey, Larronda Mcelfish, Pearl McSweeney, Jean affil: College of Nursing, UAMS‐NW Campus, Fayetteville Arkansas sug: subj: Faculty-Student Relations Telephone Education, Nursing, Baccalaureate Registered Nurses Students, Nursing Human Education, Clinical Service Learning Student Attitudes Conceptual Framework Descriptive Statistics Male Female Adult Adult: 19-44 years Male Female ab: Background: Studies show that the primary reasons registered nurses (RNs) withdraw from registered nurse to bachelor of science in nursing (RN‐BSN) programs are related to the challenge of sustaining work and family obligations while in school and having unclear expectations. It has been shown that nontraditional students facing these types of challenges benefit from programs that give strong sense of faculty connection and orient students to coursework by providing clear information. Purpose: The purpose of this project was to see if conducting one‐on‐one, script‐guided orientation phone calls with individual students provided valuable programmatic information and established a sense of connection to faculty. Methods: Six RN‐to‐BSN faculty conducted a combined 108 orientation telephone calls to individual, newly enrolled online RN‐to‐BSN students. The purpose of the orientation was to introduce general program expectations required to successfully complete courses, and provide students with a sense of connectedness with faculty. Faculty developed and distributed a survey (3, 6‐point Likert scale response items and 2 open‐ended questions) to understand the degree to which RN‐to‐BSN students valued the orientation phone call. Results: Ninety‐four percent (n = 101) of participating students agreed that the RN‐BSN program orientation phone call resulted in feeling a "sense of connectedness" with the online program faculty member. Additionally, 95% (n = 102) agreed that the orientation phone call provided them with the necessary information to support success in their first course within an RN‐BSN online program. Conclusion: One‐on‐one orientation telephone calls provided valuable program overview information and the personal conversational format conveyed to remote students faculty availability and an enhanced sense of connectedness. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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