Student Theses, Dissertations and Capstones

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Philosophy (PhD) in Nursing Education

Copyright Statement

All rights reserved. This publication is intended for use solely by faculty, students, and staff of Nova Southeastern University. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

First Advisor

Marcia Derby-Davis

Date of original Performance / Presentation

January 2021

Publication Date / Copyright Date

1-1-2021

Abstract

Background: In 2011, the Institute of Medicine (IOM) announced a key initiative to increase the number of registered nurses (RN) at the bedside prepared at the baccalaureate of science in nursing (BSN) level. For decades, the RN entry level into the profession has been debated, often lying dormant during nursing shortages. The profile of today’s RN is age 50, has many years of clinical experience, and holds an associate degree in nursing (ADN). Many ADN-prepared nurses are returning to academia to earn their BSN. However, there is little research on how the mature, experienced ADN integrates years of clinical experience with higher education. Purpose: This study aimed to derive a general, abstract theory of the social and personal processes associated with professional identity formation of the older, experienced ADN after BSN completion. Theoretical: The Social Identity Theory (SIT) and Benner’s Novice-to-Expert Model served as the study's theoretical foundation. Methods: A constructivist qualitative grounded theory was used. Twenty participants from across the nation were recruited using a purposive, snowballing sampling method. The use of semi-structured questions guided the interview to derive a general, abstract theory of the social and personal processes associated with professional identity formation of the ADN following the achievement of a BSN. Results: Six themes emerged 1) Experience does matter 2) Rekindled the nurse in me, 3) Incorporating what I learned into better patient care, 4) The educational divide; The ADN versus the BSN, 5) The BSN in camouflage: A nurse is a nurse, and 6) Daring to dream: Oh, the possibilities. Conclusion: All participants identified the personal and professional benefits of the BSN. However, with minimum recognition within their co-worker RN peer group, among professional partners, and healthcare organizations, it is questionable if the mature, experienced, newly graduated RN’s professional identity will continue to grow and mature.

Disciplines

Nursing

Keywords

Grounded Theory; Mature Nurses; Nursing education; Professional Nursing Identity; RN-to-BSN; Theory of Professional Identity of the Mature, Experienced AD Nurse after BSN Completion

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