Date of Submission

4-24-2023

Document Type

DiP

Degree

Doctor of Education

Department

Education

Keywords

transition, liminality, nursing educaion, collaborative programs

Abstract

Increasingly complex healthcare systems require nurses to have a greater depth of knowledge and theory application to care for patients safely and competently. To prepare nurses for rapidly changing health care systems, the baccalaureate degree was accepted by the Canadian Nurses Association (CNA) as the standard for entry to Registered Nurse practice across Canada and became the entry-to-practice requirement starting in 2005 (Wood, 2011).

In Ontario, this entry-to-practice standard required the development of college and university collaborative partnerships to respond to the resulting implementation and capacity challenges in nursing education (MacMillan & Mallette, 2004). Although these partnerships have been in place for some time, little can be found in the literature regarding issues and challenges of collaboration over time, particularly for nursing students (Cameron, 2003; Cameron, 2005; Landeen et al, 2017, Montague, et al., 2022, Molzahn & Purkis, 2004; Zorzi et al., 2007).

The purpose of this study is to add to what is known about transitions in nursing education for students by using case study methodology to explore how students experience the transition from the college to the university in a hybrid collaborative baccalaureate program. Understanding the transfer experience of collaborative program nursing students can enable faculty to develop strategies that ease the transition and facilitate student success in the upper years of the program. By uncovering the experience of students, nursing academicians can deepen their understanding of the complexity of student transition in entry-level collaborative nursing education, enabling student success, program completion, and transition to graduate nurse.

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