Retention of RN-to-BSN Students: An Integrative Review.

IF 1.9

The Journal of nursing education Pub Date : 2025-07-01 DOI:10.3928/01484834-20250314-01

Christine S Gipson, Theresa Naldoza, Cindy Ringhofer-Brown, Karie A Stamer, Brenda Elliott, Jill M Holmstrom, Esmeralda Rodgers

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Abstract

Background: Student retention is problematic in higher education. RNs who desire to complete a Bachelor of Science in Nursing (RN-to-BSN) program face multiple barriers, and undergraduate nursing programs must be creative and comprehensive in their efforts to retain students and support their progression.

Method: Toronto and Remmington's method guided this integrative review to identify strategies undergraduate nursing programs employ to retain RN-to-BSN students. A systematic search of seven databases was conducted to identify literature published in the United States between 2011 and 2024.

Results: Twenty articles were analyzed and synthesized, then organized using Jeffrey's nursing universal retention and success model. Most of the literature reviewed focused on environmental and professional integration factors, with less of the literature addressing student affective factors.

Conclusion: Although programs may differ, a framework that considers a variety of intrinsic and extrinsic factors is imperative in addressing issues specific to RN-to-BSN student retention. [J Nurs Educ. 2025;64(7):429-435.].

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rn - bsn学生的保留：一项综合评价。

背景：高等教育的生源问题。希望完成护理学学士学位（rn - bsn）课程的注册护士面临多种障碍，本科护理课程必须具有创造性和综合性，以努力留住学生并支持他们的进步。方法：多伦多和雷明顿的方法指导了这一综合评价，以确定本科护理课程采用的策略，以保留rn到bsn的学生。对七个数据库进行了系统搜索，以确定2011年至2024年间在美国发表的文献。结果：采用杰弗里护理普遍保留与成功模型对20篇文献进行分析、综合、整理。大多数文献集中于环境和专业整合因素，较少文献涉及学生情感因素。结论：尽管项目可能会有所不同，但一个考虑各种内在和外在因素的框架对于解决rn到bsn学生保留率的具体问题是必不可少的。[J].中国生物医学工程学报，2015;31(7):429-435。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The Journal of nursing education

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