title: Systematic Review: Bridging the Gap in RPN-to-RN Transitions.
abstract: OBJECTIVE
  To review the evidence examining the influences of successful education and professional role transition for registered practical nurses (RPNs) pursuing a baccalaureate degree in nursing (BScN) and registered nurse (RN) licensure through RPN-to-RN bridging programs.
  
  
  METHODS
  Systematic review of papers published between 1995 and 2014 that evaluated students' education and professional role transitions from RPN to RN.
  
  
  METHODS
  Thirty-nine papers were selected that observed or studied the change or transition in designation from RPN to RN, or its equivalent, through bridging programs and analyzed thematically according to Meleis, Sawyer, Im, Hilfinger Messias, and Schumacher's transition model.
  
  
  RESULTS
  Personal, community, and social conditions related to preparation for entry, program enrolment, and postgraduate clinical integration influence successful education and professional role transitions for RPN-to-RN bridging students.
  
  
  CONCLUSIONS
  Providing key transition supports may enhance the potential for successful student transition into and throughout a bridging program, but further research is necessary to enhance this understanding and to recommend best practices for optimizing students' success.
  
  
  CONCLUSIONS
  The evidence from this review identifies facilitators and barriers to successful education and professional role transition for RPN-to-RN bridging students, and identifies important considerations for future research.
authors.affiliation: Program Manager, International Affairs and Best Practice Guidelines Centre (IaBPG), Registered Association of Ontario (RNAO), Toronto, Ontario, Canada.
authors.forename: Grace
authors.initials: G
authors.lastname: Suva
authors.affiliation: Coordinator RPN to BScN Program, Conestoga College Institute of Technology and Advanced Learning, Kitchener, Ontario, Canada.
authors.forename: Shelley
authors.initials: S
authors.lastname: Sager
authors.affiliation: Associate Director, Daphne Cockwell School of Nursing, Ryerson University, Toronto, Ontario, Canada.
authors.forename: Elaine Santa
authors.initials: ES
authors.lastname: Mina
authors.affiliation: Sessional Faculty and Coordinator RPN to BScN Stream, School of Nursing, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada.
authors.forename: Nancy
authors.initials: N
authors.lastname: Sinclair
authors.affiliation: Associate Director, Guideline Development, Research and Evaluation, IaBPG Centre, RNAO, Toronto, Ontario, Canada.
authors.forename: Monique
authors.initials: M
authors.lastname: Lloyd
authors.affiliation: Director, IaBPG Centre, RNAO, Toronto, Ontario, Canada.
authors.forename: Irmajean
authors.initials: I
authors.lastname: Bajnok
authors.affiliation: Doctoral Student, University of Toronto, Lawrence S. Bloomberg Faculty of Nursing, Toronto, Ontario, Canada.
authors.forename: Sarah
authors.initials: S
authors.lastname: Xiao
mesh_terms: D004508:Education, Nursing, Baccalaureate / Q000379:methods / Q000458:organization & administration*; D004510:Education, Nursing, Diploma Programs / Q000379:methods / Q000458:organization & administration*; D006801:Humans; D007857:Leadership; D024802:Nurse's Role; D024382:Professional Role; D012917:Social Adjustment
keywords: BScN; Meleis transition model; RPN; bridging program; systematic review