Nursing Essay Paper on Experience in the RN-BSN program

Experience in the RN-BSN program


The reflection on RN-BSN program assists in contemplating and identifying the purpose of the program in my nursing practice. It shares the personal impact experiential learning has had on my practice and how the attained knowledge is may be applied in future positioning. The complex nature of the program, as well as the intensity of instructions and clinical courses, introduced to me new styles of learning and learning environments. They required me to ensure improved performance, be a critical thinker and be ready to work on bigger projects. This also enhanced me learn how to improve my time management skills over the period I undertook the program (Cho et al., 2015). The program has therefore contributed in gaining many insights and varied perspectives in my nursing profession.

Before RN-BSN Program

Before the program, my responsibilities as a nurse included performing a wide range of activities that directly affects the daily functioning of a healthcare facility. This included providing both direct and indirect patient care where the quality of my work depended on my qualifications as a registered nurse. In this case, I only applied the basic skills and techniques I had attained in nursing (Cho et al., 2015). Service learning has therefore assisted in expanding the knowledge base and skill set that I previously held. This positively affects my ability to provide improved nursing care services and increases self-satisfaction in my career. The program learning style and learning atmosphere helps to develop my leadership skills, enhance my managerial skills and integration of more concrete knowledge in my career. Advancing my level of education in nursing also brings about an opportunity to career advancements, opens new doors to employment and changes in compensation (Auerbach, Buerhaus & Staiger, 2015). Most importantly, I learned that as a nurse it is significant to apply my knowledge for the good of the community. The program enabled me to realize the importance of interaction with other people through teambuilding activities with my colleagues. For instance, nurses are not well equipped with necessary skills in school to provide quality care to those nearing their end of life. Training registered nurses in hospice care under this program educates nurses about palliative care and ensures their there is an increase in nurses working in this area (Robertson, Canary, Orr, Herberg, & Rutledge, 2010).

Lifelong Learning

The RS-BSN Program makes it possible for me to acquire continued learning through both formal and informal settings. It is specifically essential in that it bases its clinical content on different settings, under varied conditions and with a wide patient demographic. Its clinical component is therefore geared towards practicing nursing within a community setting. These settings may involve homeless shelters, free clinics, public health agencies, outreach agencies, schools and mental health facilities. I was in a position to put into practice the clinical techniques that were attained in class in a number of settings. Learning while working directly with the community also ensures an extra dimension of reality is included. It eliminates the limiting factor of the knowledge that you gain by only reading textbooks. It provided me with the ability to interrelate a number of fields of knowledge instead of relying on learning that is compartmentalized. This proved importance in acquiring a range of learning skills applicable in various situations or nursing contexts and understanding of information literacy. Nurses are required to integrate continually what they have learned in theory and practice hence the importance of intra-connectedness offered in this program. Finally, I am currently more professionally qualified to practice as a nurse due to working with people outside the clinical setting that has added a new dimension to my academic experience (Robertson, et al., 2010).

Novice to Expert

To become an expert professional requires moving through a number of stages (Burket et al, 2010). In this program, it has been possible to move through all this stages because it entails learning through new experiences. For example in offering palliative care to patients nearing the end of life requires learning and developing skills that are essential for collaboratively taking care of a dying patient. First, it is the beginner or novice stage where, as a nurse, I had no experience, confidence, or proper judgment to perform the expected in providing palliative care. The second stage is for the advanced beginner whereby I developed knowledge and attained some experience by placing myself in actual situations of patients requiring palliative care. The third stage is the competent stage, in which case as a nurse I am in a position to demonstrate confidence in my actions, efficiency, and proper coordination. This is due to continued experience obtained by handling patients suffering from various diseases that require palliative care. The fourth is the proficient stage that enables me, as a nurse to understand the full scope of the end of life care involved in taking care of dying patients. In this case, lessons from previous experiences can apply to foretell expected events from a situation and come up with modified plans that will respond well to the events. The final stage is the expert stage, whereby as a nurse I am capable of using intuition to find accurately what could be the problem. This is due to a deeper understanding of the practices involved in palliative care and being equipped with necessary skills. This ensures that my performance in offering quality care for patients nearing the end of life is flexible as well as highly proficient (Burket et al, 2010)

Synthesis of Role Transition

Experiential learning has empowered me with the recognition of my ability to make a positive change in the community. The various courses in the program have assisted me to examine issues more critically than before. It has opened up my mind to a variety of situations, individuals, views, and opportunities. This has personally benefitted me in a huge way by becoming a source of inspiration to continue pursuing activities that are based on helping communities. It also motivating in a civic manner because I now feel the need to continue seeking ways I can use my personal care and professional training to improve the society (Cho et. al, 2015) .


The different learning style of hands-on experience is one aspect that has really helped me in the program. It has provided real world experiences that have affected my views and feelings towards the provision of holistic health care services. To improve this program, I suggest that nurses should also be taught strategies of saving the life of facilities and equipment used in patient care (Robertson et al., 2010). I would also suggest changes in the use of advancing technology in informing and admitting registered nurses to this program (Cho et al., 2015). This may involve use available social technology platforms like twitter and Facebook to inform nurses. This would ensure participation of a bigger group of registered nurses to the program leading to improvement in health care services. I would recommend other nurses to join this program because it there are many benefits that arise from it. These include helping in improving nursing skills and knowledge using diverse learning styles, better quality care for patients and higher career satisfaction (Cho et al., 2015).


Auerbach, D. I., Buerhaus, P. I., & Staiger, D. O. (2015). Do Associate Degree Registered Nurses Fare Differently in the Nurse Labor Market Compared to Baccalaureate-Prepared RNs?. Nursing33(8).

Burket, T. L., Felmlee, M., Greider, P. J., Hippensteel, D. M., Rohrer, E. A., & Shay, M. L. (2010). Clinical ladder program evolution: journey from novice to expert to enhancing outcomes. Journal Of Continuing Education In Nursing, 41(8), 369-374. 

Cho, E., Sloane, D. M., Kim, E. Y., Kim, S., Choi, M., Yoo, I. Y., … & Aiken, L. H. (2015). Effects of nurse staffing, work environments, and education on patient mortality: An observational study. International journal of nursing studies52(2), 535-542.

Robertson, S., Canary, C. W., Orr, M., Herberg, P., & Rutledge, D. N. (2010). Factors related to progression and graduation rates for RN-to-bachelor of science in nursing programs: Searching for realistic benchmarks. Journal of Professional Nursing, 26(2), 99-107.