Abstract
Nurses globally work within various scopes of practice, from entry-level to advanced roles, and play a vital role in meeting the health needs of individuals and communities across diverse healthcare settings. Nurses can further their education, to advance their scope, such as diploma-prepared Licensed/Registered Practical Nurses (LPNs/RPNs) completing their Bachelor of Nursing (BN) to become Registered Nurses (RN). In Canada, select BN programs use innovative pedagogies to specifically bridge curriculum that recognizes LPN/RPN experience (Chachula et al., 2020). LPN/RPN to BN learners bring rich clinical experience and diversity as they engage in career advancement and professional development (Almost, 2021).
A qualitative descriptive, two-phase research design (Doyle et al., 2019) was utilized across three Canadian universities to explore how successful transition is determined and measured for LPN/RPN to BN learners as they complete their final consolidation practicum (CP). Participants (n=41 learners and n=48 preceptors) completed a 20-minute anonymized digital survey and a virtual 60-minute semi-structured interview about what constitutes successful role transition and the markers of transition. Data were analyzed using Braun and Clarke’s (2021) thematic analysis technique.
Findings revealed that transition is marked by changes in thinking, behaviour, workplace relationships, role perception, and skill competence. Transition is influenced by preceptor, learner, and contextual factors, and strategies can be developed to facilitate it. Within the themes, similarities and differences were noted between learners’ and preceptors’ perspectives. The study findings illuminate how innovative and inclusive programs can empower these learners.
A tailored educational approach to this unique cohort of LPN/RPN to BN learners can facilitate a successful transition to the role of the RN. Furthermore, a successful transition supports the advancement of a diverse body of nurses with rich clinical experience to meet the ever-complex needs of healthcare systems. Enhancing the quality of educational experiences for nurses already in the healthcare system and advancing their scope demonstrates a commitment to retention practices. Findings from this national study reiterate the importance of advancing the scholarship of teaching and learning and may be applicable to other contexts and settings, such as different countries and other scopes of nursing and healthcare professions.
Notes
References:
1. Almost, J. (2021). Regulated nursing in Canada: The landscape in 2021. Canadian Nurses Association. https://hl-prod-ca-oc-download.s3-ca-central-1.amazonaws.com/CNA/2f975e7e-4a40-45ca-863c-5ebf0a138d5e/UploadedImages/documents/Regulated-Nursing-in-Canada_e_Copy.pdf
2. Braun, V. & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE Publications Ltd.
3. Chachula, K. M., Hyndman, K. J., & Smith, M. E. (2020). From practical nurse to Bachelor of Nursing student: Bridging the transition. International Journal of Nursing Education Scholarship, 17(1), 1–13. https://doi.org/10.1515/ijnes-2020-0048
4. Doyle, L., McCabe, C., Keogh, B., Brady, A., & McCann, M. (2020). An overview of the qualitative descriptive design within nursing research. Journal of Research in Nursing, 25(5), 443-455. https://doi.org/10.1177/1744987119880234
Sigma Membership
Phi Gamma (Virtual)
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Qualitative Research
Keywords:
Transition to Practice or Onboarding, Continuing Education, Precepting
Recommended Citation
Bryan, Venise; Petrovic, Kristin; and DeCoste, Kelly, "Empowering Nurses Through Scope Advancement: Strategies for Professional Growth" (2025). International Nursing Research Congress (INRC). 113.
https://www.sigmarepository.org/inrc/2025/presentations_2025/113
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, 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.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Empowering Nurses Through Scope Advancement: Strategies for Professional Growth
Seattle, Washington, USA
Nurses globally work within various scopes of practice, from entry-level to advanced roles, and play a vital role in meeting the health needs of individuals and communities across diverse healthcare settings. Nurses can further their education, to advance their scope, such as diploma-prepared Licensed/Registered Practical Nurses (LPNs/RPNs) completing their Bachelor of Nursing (BN) to become Registered Nurses (RN). In Canada, select BN programs use innovative pedagogies to specifically bridge curriculum that recognizes LPN/RPN experience (Chachula et al., 2020). LPN/RPN to BN learners bring rich clinical experience and diversity as they engage in career advancement and professional development (Almost, 2021).
A qualitative descriptive, two-phase research design (Doyle et al., 2019) was utilized across three Canadian universities to explore how successful transition is determined and measured for LPN/RPN to BN learners as they complete their final consolidation practicum (CP). Participants (n=41 learners and n=48 preceptors) completed a 20-minute anonymized digital survey and a virtual 60-minute semi-structured interview about what constitutes successful role transition and the markers of transition. Data were analyzed using Braun and Clarke’s (2021) thematic analysis technique.
Findings revealed that transition is marked by changes in thinking, behaviour, workplace relationships, role perception, and skill competence. Transition is influenced by preceptor, learner, and contextual factors, and strategies can be developed to facilitate it. Within the themes, similarities and differences were noted between learners’ and preceptors’ perspectives. The study findings illuminate how innovative and inclusive programs can empower these learners.
A tailored educational approach to this unique cohort of LPN/RPN to BN learners can facilitate a successful transition to the role of the RN. Furthermore, a successful transition supports the advancement of a diverse body of nurses with rich clinical experience to meet the ever-complex needs of healthcare systems. Enhancing the quality of educational experiences for nurses already in the healthcare system and advancing their scope demonstrates a commitment to retention practices. Findings from this national study reiterate the importance of advancing the scholarship of teaching and learning and may be applicable to other contexts and settings, such as different countries and other scopes of nursing and healthcare professions.
Description
This study explored the perspectives of learners and preceptors from the unique Registered/Licensed Practical Nurse (LPN/RPN) cohort about what constitutes a successful transition to Registered Nurse (RN). This study helps nursing stakeholders understand the experiences of LPN/RPN to RN learners. Findings generate new knowledge about the support needed to: 1) transition successfully, 2) enhance nursing role and scope advancement, and 3) flourish in nursing and healthcare.