Preceptor and learner perspectives on LPN-BN transition to practice: A pilot study

Abstract

Background and purpose: The regulated nursing profession in Canada includes Licensed Practical Nurses (LPNs) with diploma qualifications and Registered Nurses (RNs) with baccalaureate degrees. Nursing programs, such as the LPN to Bachelor of Nursing (BN) post-program, prepare LPNs for RN qualifications after successful licensure. RN preceptors mentor these learners for the RN role during the final consolidation practicum (CP). This pilot study examined what constitutes a successful transition for LPN to BN learners and explored key markers of this transition from the perspectives of both learners and preceptors. The study also provides insights into factors influencing the transitional experiences of learners during their final CP.

Methods: A qualitative interpretive descriptive approach with a two-phase research design was employed. In phase one, preceptors (n = 12) and learners (n = 10) completed an online survey comprised of open-ended and closed-ended questions. Phase two included semi-structured interviews with survey participants. De-identified survey data and interview transcripts were analysed using Braun and Clarke's thematic analysis.

Results: Participants identified markers of role transition, including altered thought processes, increased confidence in the new role, and the development of skills and competencies. Both positive and negative influences on the transition process were also reported.

Conclusions: The insights gained from this pilot study can inform improvements in nursing education, particularly in LPN to BN post programs. Understanding the factors affecting transition can guide curricula development to enhance the successful transition of LPNs to RNs, thus empowering educators and policymakers to make effective changes in nursing education.