| The purpose of this study was to examine minority and non-minority licensed practical nurses who return to a two-year associate degree registered nursing program and the barriers encountered and the factors that contribute to their success in the program. Furthermore, the study examined the participants' emotional status, peer relationships, preparation for the registered nursing program, student/teacher relationships, and attitudes of coworkers.; This was a phenomenological study consisting of a total of nine minority and non-minority licensed practical nurses who graduated from a two-year associate degree nursing program. Phenomenology studies examine the vivid recollections of actual events through in depth interviews and typically, involves ten or less (Polit & Beck, 2006). In this study, participants consisted of two White females, one White male, one Hispanic female, one Black male, and four Black females. An in depth interview was conducted with nine graduates to ascertain their beliefs about the barriers encountered and the factors that contributed to their success in the LPN to RN program.; This study revealed that all the participants felt welcomed and were satisfied with their participation in the program. All of the participants developed new peer relationships and study groups which they felt were very beneficial to their success in the program. Nursing faculty were found to be supportive and often, served as motivators for the participants to succeed. Family and friends were also identified as being supportive. Coworkers were found to be supportive, while participants were attending college, however, after two of the participants became registered nurses, the coworkers became resentful and jealous. After becoming a registered nurse' these participants developed a sense of pride and felt more respected. Several areas where identified as perceived barriers to the program including lab skill training and accessibility to the lab, the Nursing Seminar course, Health Assessment online, writing, and family and financial responsibilities. No racial discrimination was identified. The participants perceived an internal cultural conflict between licensed practical nursing students and the generic registered nursing students. The faculty failed to address these internal conflicts between the two student groups. |
