Date
5-22-2024
Department
School of Nursing
Degree
Doctor of Philosophy
Chair
Rachel Joseph
Keywords
associate’s degree in nursing (ADN) education, ADN faculty, bachelor of science in nursing (BSN), BSN in 10, entry-level into nursing, faculty perspectives, minimum credential for nursing practice
Disciplines
Nursing
Recommended Citation
John, Linda D., "Adapting to Change: ADN Faculty Perspectives About the Future of ADN Education: A Qualitative Case Study" (2024). Doctoral Dissertations and Projects. 5595.
https://digitalcommons.liberty.edu/doctoral/5595
Abstract
The purpose of this qualitative, single case study was to offer more insight into how the adoption of the BSN as the entry-level for nursing practice affects the future ADN education and what the change means for ADN faculty at multiple programs throughout regions of the United States. Eleven ADN faculty were sampled to acquire their perspective about this phenomenon. Semi-structured, open-ended interviews enabled data collection. Rogers’ diffusion of innovation theory (DIT) facilitated an understanding about how ADN faculty are responding and adapting to the anticipated educational change. The central research question asked, “What is the perspective of ADN faculty about the future of ADN education amid the adoption of the BSN as the entry-level into professional nursing practice?” and led the inquiry in this study. Thematic analysis resulted in the generation of the following themes: optimism about the future of ADN education, re-envision tradition, recognition/acceptance, fostering professional integrity, and barriers and challenges. Findings from this study revealed that adoption of the BSN poses no immediate threat to the future of ADN education, suggesting that the future is bright, promising, and stable for this nursing education sector. These findings raise awareness about the topic among stakeholders of ADN education, therefore improving the accuracy and consistency of the messaging circulating about the phenomenon. This inquiry will enable those directly involved to better prepare for the changes anticipated to occur as a tradition of the past transforms to advance the field of nursing education and professional practice into the future.
