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Nursing Education Progression: Associate Degree Nursing Faculty Perspective

O’Neal, Dale MSN, MSEd, RN; Zomorodi, Meg PhD, RN, CNL; Wagner, Jennie EdD, RN, IBCLC

doi: 10.1097/NNE.0000000000000128
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The purpose of this survey was to examine the attitudes, influences, and practices of associate degree nursing (ADN) faculty in relation to advising students about nursing education progression. The results indicated that ADN faculty have a sense of moral and personal role responsibility to encourage students to continue their education. Deficits in faculty knowledge of program details and multiple demands on their time are factors that influence advising practices.

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Author Affiliations: Associate Professor (Ms O’Neal), Department of Nursing Education, Wake Technical Community College, Raleigh; and Clinical Associate Professor (Dr Zomorodi) and Clinical Assistant Professor (Dr Wagner), School of Nursing, University of North Carolina at Chapel Hill.

The authors declare no conflicts of interest.

Correspondence: Ms O’Neal, Perry Health Science Campus, 2901 Holston Lane, Wake Technical Community College, Raleigh, NC 27610 (daoneal@waketech.edu).

Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal’s Web site (www.nurseeducatoronline.com).

Accepted for publication: November 9, 2014

Published ahead of print: January 8, 2015

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