Lpn student

The purpose of this analysis was to compare differences across programs in role strain and self-esteem between and among licensed practical nursing (LPN) students and basic traditional associate degree nursing (ADN) students enrolled in an ADN program and to compare differences between and within bachelor of science in nursing (BSN) students. Faculty were particularly concerned about differences in role strain and self-esteem between and within these groups from entry into to exit from their programs. Though 113 students participated in the analysis, the 88 who completed both the pretest and the posttest comprised 47 traditional ADN students, 17 LPN transition students, and 24 BSN students...

Hampton University School of Nursing was funded by the Teagle Foundation in 1990 for four years and later expanded for an additional year to develop, implement and evaluate an innovative Individualized Educational Support Model for licensed practical nurses (LPNs) residing in Southeastern Virginia. Project staff assigned the Teagle Initiative developed a model program for LPNs seeking the Bachelor of Science degree in nursing. The Teagle model offers opportunities for advanced placement through National League for Nursing Mobility Examinations, CLEP, ACT-PEP, and challenge examinations; tutoring by faculty and peers; counseling by project staff for academic and financial aid, and other concerns as needed; socialization with other project students and generic students; monthly stipends to assist with additional expenses incurred when the adult student returns to school and an alternative admissions criteria for the LPN who may not meet all aspects of the Hampton University admissions criteria...

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No abstract text is available yet for this article.

No abstract text is available yet for this article.

In response to a critical shortage of registered nurses, an accelerated transition program for licensed practical nurses (LPNs) was developed and implemented. A study of the program was undertaken to evaluate students' academic achievement and socialization into the RN role. NCLEX-RN scores and the Professional Nursing Questionnaire (PNQ) of Minnick, Yocum and Scherubel were used for evaluation. Experimental program students were compared with students in the second year of conventional two-year nursing programs...

No abstract text is available yet for this article.

Competitive recruitment of nursing school applicants requires a thorough understanding of why they pick a particular school. By applying marketing techniques, nursing schools can identify their institutions' perceived strengths and tailor their recruitment efforts to applicants' needs. Students and alumni (n = 228) responding to a mail survey indicated that their awareness of the nursing program was primarily through personal contacts and direct mail. Other marketing media were perceived as ineffective. Several market segments were identified through canonical correlation analysis: traditional and nontraditional students...

This study compared differences in role orientation and role deprivation between 41 LPN-transition students and 123 basic traditional associate degree nursing (ADN) students upon entry and exit to a specially designed ADN program. The Corwin Role Conception Scale was used to assess role conception and deprivation. Statistically significant differences were noted upon entry between LPN-transition students and traditional ADN students in professional and service role conceptions and in role deprivation, upon exit in professional role conception and role deprivation between LPN-transition and traditional ADN students, and in professional role conception within the LPN-transition students...