A comparative study of the learning experiences of cael and non-CAEL RN-to-BSN graduates with research analysis and synthesis

The number of registered nurses (RNs) returning to school and earning a Bachelor of Science in Nursing (BSN) is increasing. The literature depicts these associate degree nurses as ill-prepared to meet the academic writing requirements and the RN-to-BSN programs as lacking a standardized curriculum. Nursing faculty in RN-to-BSN programs must know if the courses are preparing these nurses to meet the workforce demands to provide evidence-based practice and to meet requirements to competently analyze and synthesize research in graduate school. This study compared the learning experiences of RN-to-BSN graduates from the Council for Adult Experiential Learning (CAEL) model and a non-CAEL program. The CAEL-model framework utilizes two learning theories: (a) experiential and (b) competency-based. CAEL-model nursing programs employ active learning strategies with nursing research from the first CAEL class and builds on the research platform from course to course in addition to a standalone research class. The non-CAEL program offers a nursing research course without a sequel progression. The purpose of this study is to describe the experiences of graduates from each model of RN-to-BSN program in preparing individuals for the requirement to analyze and synthesize research in graduate school. Through a basic qualitative study, 18 participants, nine each from the CAEL and non-CAEL programs, were interviewed about their experiences in an undergraduate nursing program and the transferability of learning to the graduate level. The qualitative data was systematically analyzed by constant comparison method based on the research questions. This study's findings revealed peer-to-peer support, faculty and student interactions, and organizational support were critical for matriculation. As a result, of pursuing the BSN degree, participants improved verbal and written communication; felt empowered; increased self-efficacy; and improved career mobility. Consequently, participants practice nursing based on the evidence. The findings also indicated that CAEL-model RN-to-BSN graduates were prepared to meet the challenges of analyzing and synthesizing nursing research at the graduate level. The non-CAEL key informants stated that graduate school is where participants learned to analyze and synthesize research. The findings have implications to nursing education and future research that are discussed.