Exploring the Successful Transition of Licensed or Registered Practical Nurses to Registered Nurses – Pilot Study Utility

Introduction 

In Canada, Licensed Practical Nurses (LPNs) and Registered Practical Nurses (RPNs) are diploma-prepared nurses, while Registered Nurses (RNs) undertake an undergraduate nursing degree. This study takes a unique approach by focusing on a few nursing degree programs across Canada that account for LPN/RPN experience as they transition to the RN role. The aim is to identify markers of a successful transition in the final preceptorship of these learners. The study findings reflect student and preceptor perspectives of transition and illuminate how innovative and inclusive programs can empower these learners.

Goals and Methods 

A qualitative, interpretive, descriptive, two-phase design was piloted, improved upon, and subsequently utilized to explore transition to the role of the RN within three Canadian universities. Final preceptorship students and preceptors were invited to participate in a 10–20-minute anonymized digital survey. Within the survey, participants were invited to further participate in a virtual 30–60-minute semi-structured interview to expand on understanding the LPN/RPN to RN transition.

Pilot-tested data analysis techniques conducted in NVivo and Microsoft Visio used thematic analysis to analyze student and preceptor responses and derive independent codebooks. Technology was effectively used to visually map, compare, and compile the participants' codebooks, identifying thematic overlaps in students' and preceptors' perceptions of successful LPN/RPN to RN transitions.

Results 

Lessons learned from the pilot study and documented in a reflexive journal enabled primary study improvements related to recruitment methods, advanced planning, preliminary codebook development, and thematic analysis.  

Conclusions

Findings from this study suggest that pilot testing as a methodological proof of concept and process improvement approach is a beneficial tool to enhance qualitative exploration and thematic analysis of students' and preceptors' experiences during the final preceptorship. These findings can be instrumental in shaping future nursing education programs and improving the transition process from LPN/RPN to RN.