Jacqueline Loversidge1, Po-Yin Yen, Esther Chipps, Lynn Gallagher-Ford, Lynne Genter, Jacalyn Buck. 1. Author Affiliations: Assistant Professor of Clinical Nursing (Dr Loversidge); Adjunct Assistant Professor (Dr Yen); Associate Professor of Clinical Nursing (Dr Chipps); Director (Dr Gallagher-Ford), Center for Transdisciplinary Evidence-based Practice and Helene Fuld Health Trust National Institute for EBP in Nursing & Healthcare; and Clinical Associate Professor (Dr Gallagher-Ford), College of Nursing, Ohio State University; Director (Dr Yen), BMI Summer Internship Program, and Assistant Professor-Clinical, Department of Biomedical Informatics, College of Medicine, Ohio State University; and Clinical Nurse Scientist (Dr Yen); Clinical Nurse Scientist (Dr Chipps); Associate Director (Ms Genter), Nursing CE Programming & Education, Health System Nursing Services; and Administrator (Dr Buck), Health System Nursing Quality, Research, Education, and EBP, Wexner Medical Center, Ohio State University, Columbus.
Abstract
OBJECTIVE: The aim of this study was to describe differences in associate degree (ADN) and baccalaureate degree-prepared (BSN) nurses' perceptions of top-of-license (TOL) practice. BACKGROUND: To date, no empirical work has examined whether ADN and BSN nurses approach TOL practice nursing activities differently. METHODS: We conducted a qualitative pilot study with focus groups to explore the perceptions of a group of ADN- and BSN-prepared nurses concerning nursing activities and their relation to TOL practice. RESULTS: Subthemes emerged differentiating how ADN and BSN nurses perceived their responsibilities related to critical thinking, communication, and patient education. For professional nursing care, 5 subthemes further emerged: (a) approaches to assessment, (b) chart review, (c) psychosocial patient care, (d) documentation, and (e) handoff. CONCLUSIONS: The differences identified in approaches to TOL practice activities by educational preparation have implications for staffing patterns that can optimize the contribution of ADN- and BSN-prepared nurses. Further research is indicated.
OBJECTIVE: The aim of this study was to describe differences in associate degree (ADN) and baccalaureate degree-prepared (BSN) nurses' perceptions of top-of-license (TOL) practice. BACKGROUND: To date, no empirical work has examined whether ADN and BSN nurses approach TOL practice nursing activities differently. METHODS: We conducted a qualitative pilot study with focus groups to explore the perceptions of a group of ADN- and BSN-prepared nurses concerning nursing activities and their relation to TOL practice. RESULTS: Subthemes emerged differentiating how ADN and BSN nurses perceived their responsibilities related to critical thinking, communication, and patient education. For professional nursing care, 5 subthemes further emerged: (a) approaches to assessment, (b) chart review, (c) psychosocialpatient care, (d) documentation, and (e) handoff. CONCLUSIONS: The differences identified in approaches to TOL practice activities by educational preparation have implications for staffing patterns that can optimize the contribution of ADN- and BSN-prepared nurses. Further research is indicated.