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The aim of the study was to investigate the impact of recognition of prior learning (RPL) on academic achievement for enrolled nurses (ENs) who applied for credit transfer for first stage science in the Bachelor of Nursing program (BN). A survey method was employed using a quantitative and qualitative approach. The design was based on a questionnaire that included three sections: demographic information; a five-point Likert scale broken into four constructs; and free text open-ended questions. The study was conducted from a regional nursing and rural health unit of a South Australian tertiary education institution.

Main outcomes from the study showed the constructs of regret, difficulty, advantage and satisfaction of receiving RPL for first stage science. Some diploma undergraduates were also having difficulty in studying second stage science, whereas other diploma undergraduates were able to grasp the concepts and were satisfied with their achievement. Results show that applying for RPL can have an advantage for an applicant and this study has shown that some ENs entering the BN program were advantaged, while others expressed disadvantage and would have preferred to have received credit RPL in another area of the BN program rather than first stage science.

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This report represents a starting point for the Articulation and Recognition in Higher Education Initiative, an identified priority focus of the Industry Leaders Group for the [Health Skills Formation Strategy] HSFS. The initiative aims to ensure maximum articulation pathways are available between [vocational education and training] VET qualifications and higher education courses relating to health in Queensland. The report provides details about established articulation and reverse articulation arrangements between [registered training organisations] RTOs and higher education for nursing qualifications in Queensland. Whilst nursing has been an obvious starting point with its more established education pathways (in line with the National Review of Nursing Education 2006) it is recognised that other health careers also need to be targeted to ensure that well developed career and education pathways are available and promoted.

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At a campus in a low socioeconomic (SES) area, [this] university allows enrolled nurses entry into the second year of a Bachelor of Nursing, but attrition is high. Using the factors, described by Yorke and Thomas (2003) to have a positive impact on the attrition of low SES students, [the authors] developed strategies to prepare the enrolled nurses for the pharmacology and bioscience units of a nursing degree with the aim of reducing their attrition. As a strategy, the introduction of review lectures of anatomy, physiology and microbiology, was associated with significantly reduced attrition rates. The subsequent introduction of a formative website activity of some basic concepts in bioscience and pharmacology, and a workshop addressing study skills and online resources, were associated with a further reduction in attrition rates of enrolled nursing students in a Bachelor of Nursing.

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Nurses are critical to deliver on the promise of 'leaving no one behind' and the global effort to achieve the Sustainable Development Goals (SDGs). They make a central contribution to national and global targets related to a range of health priorities, including universal health coverage, mental health and noncommunicable diseases, emergency preparedness and response, patient safety, and the delivery of integrated, people-centred care. No global health agenda can be realized without concerted and sustained efforts to maximize the contributions of the nursing workforce and their roles within interprofessional health teams. To do so requires policy interventions that enable them to have maximum impact and effectiveness by optimizing nurses' scope and leadership, alongside accelerated investment in their education, skills and jobs. This report, developed by the World Health Organization (WHO) in partnership with the International Council of Nurses and the global Nursing Now campaign, and with the support of governments and wider partners, provides a compelling case on the value of the nursing workforce globally. The report reveals much to celebrate about the nursing workforce. Opportunities for advanced nursing education and enhanced professional roles, including at the policy level, can drive improvements in population health. At the same time, we continue to see vast inequities in the distribution of nurses around the world which we must address.

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Over several years at a widening-participation institution, a successful pre-entry programme was developed to provide a diverse body of nursing students with the academic skills necessary for higher education (HE) transition. Restructuring and financial constraints led to the cancellation of the programme in 2011. This paper will report on research that aimed to evaluate the campus-based initiative and investigate the potential in developing an online/blended alternative.

As well as conducting interviews with participants and academic staff, a web-based learning development and peer-support blog was published and evaluated. Designed to provide support to new students undertaking clinical placements and completing assessments, the project was considered a 'pilot' for the provision of online academic skills support. The findings of both strongly suggest that opportunities to replace campus activities with blended versions are limited and, indeed, anathema to certain learners. Thus, inclusivity may be threatened and diversity potentially curtailed within the discourse of blended learning. Indeed, assumptions of digital literacy, the narrative of digital natives and the prioritising of reductive technology-enhanced learning may disenfranchise some learners.

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Studies have shown that hospitals with more bachelor degreed nurses generate better patient outcomes. Therefore increasing the share of registered nurses with a Bachelor of Science in Nursing (BSN) is a top priority for many health care systems around the country. However, restricting new hires to nurses with a BSN could leave heath care centres with a much less diverse nursing workforce than it currently has or wants due to the cost and time constraints of attaining this qualification. This report addresses the creation of a Registered Apprenticeship program for nurses in need of bachelor's degrees, exploring one such program created at Fairview Health Services in Minnesota. The relative ease with which Fairview incorporated apprenticeship into its existing professional development strategies demonstrates that it is already a close fit. It also shows that apprenticeship can be a valuable tool for helping the field reach its goal of increasing the share of bachelor-degreed nurses to 80 percent. But expanding the use of apprenticeship in nursing and realizing its full potential as an education and training model will require support from a broad range of stakeholders across the public and private sectors. The report recommends these groups: (1) convene key stakeholders to discuss Registered Apprenticeship; (2) create targeted grant programs; (3) support research and evaluation of the impact of the bachelor-degreed nursing program on patient outcomes; (4) raise awareness of the apprenticeship pathway; (5) fund and evaluate pilot programs; (6) partner with health care workforce intermediaries to develop apprenticeship programs and; (7) partner more selectively with institutions of higher education to ensure quality and drive down tuition.

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Bachelor of Nursing (BN) programmes for Registered Nurses (RNs) were developed in New Zealand in the 1990s. With the introduction of pre-registration degree programmes, transition arrangements that recognised the prior learning of RNs were established allowing existing RNs to obtain an undergraduate nursing degree through a shortened course. Many RNs entered these programmes, despite there being no requirement to obtain a degree qualification and with other education options available to them. Professional debate exists regarding the need or value of RNs undertaking such study and whether these programmes should continue. A case study approach utilising mixed methods was used to examine the personal meaning and the national professional significance of RN to BN programmes.

While ultimately the outcome of earlier professional efforts, these programmes occurred as a result of change, change within the socio-political and economic context of New Zealand and nursing education. Change at this macro level affected the individual choices of RNs. These choices were further complicated by a lack of professional consensus and a landscape of difference, with programme requirements and availability differing between institutions, while employers varied in the amount of support and recognition they gave those who chose this option. There were personal and financial costs to completing a RN to BN programme, yet the RNs in this study all believed it was worth it, reporting positive personal and professional outcomes. The professional and educational environment has changed since the introduction of RN to BN programmes and the numbers of individuals and institutions involved with them have greatly reduced. Currently decisions regarding the continuation or demise of these programmes are made by individual educational institutions based mainly on economic rationale. Consensus and direction is required nationally and professionally regarding the place of these programmes within post-registration education. While these programmes have provided benefits for individual RNs, their time in nursing education may be coming to an end.

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The National Nursing and Nursing Education Taskforce was appointed in November 2003 to implement a number of recommendations from the Our Duty of Care report (2002). Currently, education for nurses and midwives is conducted in the vocational education and training (VET) sector for enrolled nurses (EN/Division 2 registered nurses in Victoria) and the higher education sector (HES) for registered nurses and midwives. Qualification linkages enable individual learners to move from one qualification to another on efficient and effective learning pathways, and underpin career progression for nurses, midwives and other health care workers. Similarly, access to a nursing/midwifery career through a range of entry points provides a range of opportunities for people to pursue a career in nursing. While it was evident at the time of the review that there were recognised and established pathways for people entering nursing, the review identified a number of issues influencing the availability of effective articulation pathways for nurses, midwives and health care workers in related fields. The aim of this suite of work is to promote strengthened career transitions and to enable opportunities for development in the education and training of registered nurses, midwives, and health care workers transitioning to a nursing career. Much of this work has been preliminary, investigating the current context to identify where opportunities currently exist, to explore issues arising and future wider application.

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The Department of Health announced an independent review of nursing education as a measure in the 2018/19 Federal Budget in May 2018. The present report represents the outcome of the various consultations, debates, and discussions. It covers the educational preparation of nurses, as well as the factors that influence people to choose nursing as an occupation. The report also looks at how other countries view Australian nursing education. The review found much that is excellent about nursing education, but it also found areas that could be improved. These include increasing the diversity of the nursing workforce, providing easily navigable career paths, fostering inter-professional collaboration, and ensuring that all nurses are adequately prepared for their roles. This report covers each of these topics and several related ones.

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Hong Kong has introduced a senior intake admission scheme which is similar to the US model of credit transfer from community college programmes to university bachelor programmes. The study aimed to assess the outcomes, in terms of generic capabilities, of introducing a senior intake articulation scheme to a bachelor of nursing curriculum in Hong Kong. One hundred and seventy-four nursing students completed and returned the Student Engagement Questionnaire. The senior intake students reported significantly higher scores in creative thinking, active learning, teaching for understanding, feedback to assist learning, and relationship between teachers and students than the mainstream students. Self-managed learning and relationship with other students were positively and significantly related to academic performance. The senior intake students appeared to adjust well in university education. Greater effort should be made to nurture their relationship with other students and a review of the denseness of the mainstream curriculum is warranted.

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