| Many registered nurses are returning to school part time to obtain a baccalaureate degree in nursing while working as well. However, no previous research has studied RNs' persistence or non-persistence in school in relation to their work environment, which was the purpose of this study.;Surveys were mailed to 353 RNs who had been enrolled at several campuses of a mid-Atlantic research university. Of 213 returned, 181 female RN/BS nursing students who had been continuously enrolled from Spring 1997 through Spring 1998 were accepted as qualified participants. They worked 16 to 40 hours weekly, were 30 to 49 years old (mean of 40), of whom 75% were married with 45% having one or two children. They were from diploma schools (70.7%) and associate degree programs (27.6%). Most worked 30 to 40 hours per week and had been in their jobs 1 to 5 years. The majority (83.4%), worked in hospitals, 16% worked in the community.;The instruments used were Moos' (1994) Work Environment Scale, a 90-item (true/false) questionnaire measuring relationships, personal growth, and system maintenance and change at work, and a Survey Data Form for demographic data, RNs' assessment of employer/supervisor support of their education, and the RNs rating of stress at work.;Results did not prove any significance between the work environment and the RNs' persistence or non-persistence in an RN/BS program. The study did find that 26% did not persist because of family, work, and financial factors. RNs did not persist in school when work was novel and fresh, but did remain in school when work was stressful, especially because of supervisor criticism, with 93% reporting moderate to high stress at work. Low stress at work increased worker involvement, clarity of purpose, and greater autonomy among the RNs surveyed. The work environment, which apparently influences the returning adult RN, should receive further study. |
