Abstract
Purpose: The purpose of this research was to assess the impact of a group art project on student perceptions of community formation and commitment to program completion within a Registered Nurse to Bachelor of Science in Nursing (RN-to-BSN) hybrid cohort.
Background: Researchers have found that an increase in bachelor’s prepared nurses can have a positive impact on the quality and safety of patient care and improve outcomes1. The American Association of Colleges of Nursing (AACN) recommends a seamless transition for associate degree nurses to obtain a BSN degree2 . However, for 4 years in a row the United States has documented declines RN-to-BSN enrollment3. Research is needed to better understand the needs of RN-to-BSN students in the hybrid and on-line teaching environments4. The United States currently has 706 RN-to-BSN programs, of which 630 are at least partially on-line5. Research indicates on-line classes have a lower retention rate than face to face classes6. Lack of peer support has been cited as a contributing factor for low retention rates in RN-to-BSN programs7. Encouraging students to build peer connections and relationships through group projects has been utilized as a strategy for increasing retention8. It was noted by faculty that during classroom group art activities students appeared more connected and engaged than during traditional lectures.
Question: Would the option of a reflective group art project embedded within a RN-to-BSN completion course promote students’ feelings of connection, community and well-being? Would improvement in cohort community development contribute to increased student commitment to program completion and increase overall retention rates?
Methodology: A cohort of 31 students participated in the research. This was a mixed-methods study with Institutional Review Board (IRB) exemption. Pre and post student surveys were deployed. Data were collected anonymously in an aggregate format. The art assignment was implemented during prescheduled in-person class sessions.
Results: Surveys were completed by 27 of 31 students. Twenty-two students (81%) reported finding group work benefited their peer relationships. Twenty-six students (96%) reported confidence in program completion and 48% indicated the group work contributed to a commitment to program completion. These results support the integration of creative and collaborative pedagogy in RN-to-BSN programs.
Notes
References:
1. Schnelli A, Steiner LM, Bonetti L, Levati S, Desmedt M. A bachelor’s degree for entering the nursing profession: A scoping review for supporting informed health care policies. Int J Nurs Stud Adv. 2023;6:100171. https://doi.org/10.1016/j.ijnsa.2023.100171
2. Academic Progression in Nursing: Moving together toward a highly educated nursing workforce. www.aacnnursing.org. Accessed December 10, 2024. https://www.aacnnursing.org/news-data/position-statements-white-papers/academic-progression-in-nursing
3. Latest News & Data Spotlights. Aacnnursing.org. Published 2024. Accessed December 10, 2024. https://www.aacnnursing.org/news-data/all-news/data-spotlight-declines-in-rn-to-bsnprogramenrollments
4. Ringhofer Brown C, Elliott B, Gipson CS, Holmstrom J, Stallings D. RN-to-BS nursing education research: A scoping review. Nurs Educ Perspect. 2024;doi:10.1097/01.NEP.0000000000001228
5. Degree Completion Programs for Registered Nurses: RN to master’s degree and RN to baccalaureate programs. www.aacnnursing.org. Updated 2024. Accessed December 10, 2024. https://www.aacnnursing.org/news-data/fact-sheets/degree-completion-programs-for-rns
6. Seery K, Barreda A, Hein S, Hiller J. Retention strategies for online students: A systematic literature review. Journal of Global Education and Research JGER. 2021;5(1):72-84. https://doi.org/10.5038/2577-509x.5.1.1105
7. Iheduru-Anderson KC. Students’ perspectives of factors related to delayed completion of online RN-BSN programs. BMC Nurs. 2021;20(1):53. https://doi.org/10.1186/s12912-021-00574-7
8. Tolouian A, Wholeben M, Rankin D. Student retention and success in an RN-BSN program: Determining variables and methods. Eur J Educ Sci. 2022;9(2):107-120. https://doi.org/10.19044/ejes.v9no2a107
Sigma Membership
Lambda Zeta
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Mixed/Multi Method Research
Keywords:
Teaching and Learning Strategies, Nursing Education, Advances in Education, Baccalaureate Nursing Education, RN-to-BSN Program, Sense of Community, Commitment
Recommended Citation
Kowalski, Sonya Lynn; Webber, Elaine; and Sinutko, Jaime, "Use of a Group Art Project to Promote Reflection, Connection and Retention in an RN-to-BSN Course" (2025). Biennial Convention (CONV). 184.
https://www.sigmarepository.org/convention/2025/presentations_2025/184
Conference Name
48th Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2025-12-05
Use of a Group Art Project to Promote Reflection, Connection and Retention in an RN-to-BSN Course
Indianapolis, Indiana, USA
Purpose: The purpose of this research was to assess the impact of a group art project on student perceptions of community formation and commitment to program completion within a Registered Nurse to Bachelor of Science in Nursing (RN-to-BSN) hybrid cohort.
Background: Researchers have found that an increase in bachelor’s prepared nurses can have a positive impact on the quality and safety of patient care and improve outcomes1. The American Association of Colleges of Nursing (AACN) recommends a seamless transition for associate degree nurses to obtain a BSN degree2 . However, for 4 years in a row the United States has documented declines RN-to-BSN enrollment3. Research is needed to better understand the needs of RN-to-BSN students in the hybrid and on-line teaching environments4. The United States currently has 706 RN-to-BSN programs, of which 630 are at least partially on-line5. Research indicates on-line classes have a lower retention rate than face to face classes6. Lack of peer support has been cited as a contributing factor for low retention rates in RN-to-BSN programs7. Encouraging students to build peer connections and relationships through group projects has been utilized as a strategy for increasing retention8. It was noted by faculty that during classroom group art activities students appeared more connected and engaged than during traditional lectures.
Question: Would the option of a reflective group art project embedded within a RN-to-BSN completion course promote students’ feelings of connection, community and well-being? Would improvement in cohort community development contribute to increased student commitment to program completion and increase overall retention rates?
Methodology: A cohort of 31 students participated in the research. This was a mixed-methods study with Institutional Review Board (IRB) exemption. Pre and post student surveys were deployed. Data were collected anonymously in an aggregate format. The art assignment was implemented during prescheduled in-person class sessions.
Results: Surveys were completed by 27 of 31 students. Twenty-two students (81%) reported finding group work benefited their peer relationships. Twenty-six students (96%) reported confidence in program completion and 48% indicated the group work contributed to a commitment to program completion. These results support the integration of creative and collaborative pedagogy in RN-to-BSN programs.
Description
AACN recommendations are to increase the percentage of bachelor prepared nurses to promote safe patient care but declines in RN-to-BSN program enrollment have been reported. A lack of peer support has been cited as a factor in reduced retention rates. This research project assessed student perceptions related to the impact of a group art project on student connections, relationships and confidence of program completion. Students reported positive benefits from group artwork.