title: Accelerated LPN-RN nursing education: is role socialization lost along the way?
abstract: 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. Results of role socialization revealed no significant differences between the groups at either the beginning or end of the program. NCLEX-RN scores were not significantly different. The lack of significant results may be attributable to the inability of the PNQ to detect changes over a short time, or to LPNs' knowledge of the RN role prior to program entry. NCLEX score results indicated that comparable academic achievement was possible in the accelerated program.
authors.affiliation: Department of Health and Human Services, Seattle Central Community College, Washington.
authors.forename: D C
authors.initials: DC
authors.lastname: Boyar
authors.forename: B B
authors.initials: BB
authors.lastname: Senturia
authors.forename: H
authors.initials: H
authors.lastname: Palisin
mesh_terms: D000328:Adult; D001290:Attitude; D003479:Curriculum; D004507:Education, Nursing, Associate; D004518:Education, Professional, Retraining; D006801:Humans; D009743:Nursing, Practical / Q000193:education*; D012380:Role; D012718:Set, Psychology; D012951:Socialization; D013338:Students, Nursing / Q000523:psychology