| As RN-to-BSN online programs continue to grow rapidly in numbers in response to market demands for a more educated nursing workforce and the Institute on Medicine [IOM] (2010) report, it is important that faculty measure program outcomes. To date, there is little educational research to support curricula in RN-to-BSN programs (Spencer, 2008) and program outcomes (McEwen, et al. 2012).;The purpose of this study was to assess the relationship between perspective transformation due to the education provided in an online RN-to-BSN completion program and RNs' professional values. This research focused on contemporary online learning environments in which both students and faculty use the Internet, Web-based learning platforms, and various media designed to aid in interaction.;The desired outcome of professional education is a positive change in students where they adopt the attitudes and values of the profession. Values are also important in establishing a professional identity, are core to the practice of nursing, and are critical to forming relationships with patients. Values are important in the delivery of nursing care because nurses repeatedly face the need to make decisions about value-laden practice dilemmas. Yet there is insufficient evidence to date that RNs are substantially transformed by an online educational experience.;A mixed-method descriptive, cross-sectional design that included a combination of quantitative and qualitative methods was used to obtain data. A convenience sample of 1377 RN-to-BSN students were asked to participate in an online survey. This yielded a total sample of 355 respondents (26% response rate). The survey consisted of three instruments: the Nurses Professional Values Scale-Revised [NPVSR] (Weiss & Schank, 2009), the Learning Activities Survey [LAS] (King, 1997), and a socio-demographic questionnaire.;In this study 36% of participants (n = 127) reported experiencing a perspective transformation due to their education in an online RN-to-BSN program. This study found that RNs who experienced a perspective transformation due to their education had higher professional values scores (p = .005) than those who did not. RNs who completed a greater number of credits were substantially transformed by continuing their education online (p = .002). Conversely, this study found no relationship between the number of credits that RNs completed in the program and their professional values scores (r = .045). Predictors of high professional value scores in students included age at return to school (r = .003) and perspective transformation due to education (r = .003). This study demonstrated that age correlated with higher professional value scores. The older the RN the higher their professional value scores. The following did not contribute to predicting professional value scores: the number of years that had lapsed prior to the RN returning to school (r = .17), and the total years worked as a licensed RN (r = .18).;Two open-ended questions on the survey and semi-structured interviews were coded for frequently occurring themes to validate the empirical data regarding perspective transformation. The themes identified were utilized to guide the semi-structured interviews with participants. Semi-structured interviews were conducted with 19 participants; 11 participants scored having had a perspective transformation due to education, and 8 participants that had not.;The qualitative themes that emerged in this study were congruent with the four categories described in Mezirow's transformational learning theory: a disorienting dilemma; critical reflection; rational discourse, and taking action. Although individuals may not have experienced all four stages, the themes were easily recognizable among the entire sample.;In conclusion, to date this is the first study to demonstrate that online learning, if designed in a way that that includes activities that promote perspective transformation, can transform RNs' level of professional values orientation. |
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