Abstract
Background: As the movement to have higher levels of education for nurses advance, the bachelor of science in nursing degree (BSN) is now positioned to become the minimum credential required to enter nursing (AACN, 2021; Abedi et. al., 2019; ANA, 1978)
Aim: The purpose of this study is to explore the meaning of this nursing education transformation and its’ effect on the future of ADN education.
Method: A qualitative case study was conducted involving eleven ADN faculty members from multiple ADN programs from various regions in the U.S. Data was collected primarily through interviews. Rogers’ Diffusion of Innovation Theory provided a framework to better understand how individuals respond and adapt to change. Braun & Clark’s six step thematic analysis process enabled the identification of codes, patterns, and theme development. Bracketing was employed as a means to set aside preconceived notions, judgment, and reduce the potential for bias.
Results: Five themes emerged from the data including, optimism about the future of ADN education, re-envision tradition, recognition/acceptance, fostering professional integrity, and barriers and challenges. Findings from this study revealed that adoption of the BSN poses no immediate threat to the future of ADN education. Data confirms that certain populations of students interested in nursing careers will always find the ADN education option more appealing because of its convenience, accessibility, and affordability (Schmidt, 2022).
Implications: Study findings have implications to practice including education, research, administration, and policy.
Conclusion: Participants agreed that although change is necessary and inevitable, the greatest barrier to full adoption and implementation of a BSN mandate is the current nursing and faculty shortage. Participants surmised that mitigating nursing faculty and staffing deficits takes precedence over implementation of a BSN mandate for nurses (AACN, 2023).
Notes
References:
1. Abedi, A., Ogwal, D., Pintye, J., Nabirye, R. C. & Hagopian, A. (2019). Baccalaureate nurses as the new entry-level nursing cadre in Uganda: A qualitative study of BSN student and faculty perspectives in two universities. Nursing Education Today, 76, 131-136.
2. AACN (2021). Employment of new graduates and employer preferences for baccalaureate-prepared nurses. [Survey]. https://www.aacnnursing.org/News-Information/Research-Data-Center/Employment/2018
3. AACN (2023). Nursing and faculty shortage. [Fact sheet]. https://www.aacnnursing.org/news-data/fact-sheets/nursing-faculty-shortage
4. ANA (1978). Identification and titling of establishment of two categories of nursing practice. Resolution 4. 14. ANA HOD Policies. Silver Spring, MD.
5. Schmidt, L. (2022). Planning for the future of OADN. Shaping the future of associate degree nursing (ADN) education together. Teaching and Learning, 17(3), A2.
Sigma Membership
Omicron Delta
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Continuing Education, Interprofessional Initiatives, Workforce, BSN
Recommended Citation
John, Linda D. and Joseph, Rachel A., "BSN Requirement for Practice Entry and the Future of ADN Education: ADN Faculty Perceptions" (2025). International Nursing Research Congress (INRC). 32.
https://www.sigmarepository.org/inrc/2025/presentations_2025/32
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
BSN Requirement for Practice Entry and the Future of ADN Education: ADN Faculty Perceptions
Seattle, Washington, USA
Background: As the movement to have higher levels of education for nurses advance, the bachelor of science in nursing degree (BSN) is now positioned to become the minimum credential required to enter nursing (AACN, 2021; Abedi et. al., 2019; ANA, 1978)
Aim: The purpose of this study is to explore the meaning of this nursing education transformation and its’ effect on the future of ADN education.
Method: A qualitative case study was conducted involving eleven ADN faculty members from multiple ADN programs from various regions in the U.S. Data was collected primarily through interviews. Rogers’ Diffusion of Innovation Theory provided a framework to better understand how individuals respond and adapt to change. Braun & Clark’s six step thematic analysis process enabled the identification of codes, patterns, and theme development. Bracketing was employed as a means to set aside preconceived notions, judgment, and reduce the potential for bias.
Results: Five themes emerged from the data including, optimism about the future of ADN education, re-envision tradition, recognition/acceptance, fostering professional integrity, and barriers and challenges. Findings from this study revealed that adoption of the BSN poses no immediate threat to the future of ADN education. Data confirms that certain populations of students interested in nursing careers will always find the ADN education option more appealing because of its convenience, accessibility, and affordability (Schmidt, 2022).
Implications: Study findings have implications to practice including education, research, administration, and policy.
Conclusion: Participants agreed that although change is necessary and inevitable, the greatest barrier to full adoption and implementation of a BSN mandate is the current nursing and faculty shortage. Participants surmised that mitigating nursing faculty and staffing deficits takes precedence over implementation of a BSN mandate for nurses (AACN, 2023).
Description
BSN recommendation as the entry level for nursing can affect the future of ADN education. Perceptions of ADN faculty on the sustainability of the ADN education sector were examined. Study participants recounted optimism about the future of ADN education, a need to re-envision tradition while accepting change, fostering professional integrity, addressing barriers, and challenges. Readers will find the results insightful and thought provoking.