Introduction
One of the emerging issues in the public debate is the large number of Associate Degree nurses who are not willing to go back to universities for further studies. Estimates indicate that nearly 80%, of nurses, do not return to institutions of higher institutions for a more advanced degree in nursing (Hain, 2012). This is a very sensitive issue and of great concern particularly to prominent nursing leaders and even to the entire public because this directly affects us.
Purpose of the study
The purpose of the study is to determine the factors that prevent nurses from joining institutions of higher learning to further their studies (Hain, 2012). The issue of concern is that nurses understand the essence and benefit of having such qualifications in their practice, but they are not interested in taking the bold step.
This is very important because patient needs are changing and hence need for this training. The nursing leaders have struggled with this despite calls by other stakeholders, who believe that a better nursing workforce is needed. Regardless of the developments in higher institutions in offering part-time and other flexible and comfortable classes, the number of nurses who are willing to further their studies is not increasing significantly (Hain, 2012).
In the study, a number of reasons as to why the nurses were not ready to advance their studies are given. These include; commitment in the workplace and other family-related duties, which they must attend to, large distances from their workplace and the institutions of learning, high expenses incurred in enrolling for such programs, lack of credit required as entry qualifications, and advanced age, which does not allow them to return to classes.
In course of the study, additional reasons given by the nurses as to why they were hesitant to join degree programs were established. This comprised great fear and lack of confidence among the nurses particularly the insensitivity to adult learning principles in the institutions, which have demanding and rigorous coursework. This was a major challenge because of commitments in jobs and other family responsibilities.
Sample
The study used twenty-two Associate’s Degree nurses without a bachelor’s degree who were the target population. This sample comprised of nurses with a working experience of 8 years and above who responded to fliers.
Methodology
To get this information, the researchers had to employ interpretive phenomenology. This method seeks to determine what human beings value or their priorities in life by studying their behavior (Ward & Cutcliffe, 2007). This is because other statistical methods are inapplicable. The researcher formulated the study to understand what hinders nurses from pursuing higher education.
Findings
The study established that nurses often received in-service training in the workplace. They did not see the need to go back to school. Secondly, there was a possibility for them to advance their skills without formal education (Ward & Cutcliffe, 2007). It implies that, hard work and clinical based projects helped them gain the required knowledge. In addition, it was discovered that there was a lack of distinction in the roles, skills, and status of the nurses at the workplace.
Those with advanced degrees in nursing were not distinguished from their colleagues, which discouraged further studies. I believe that the reasons established in the study are not sufficient to refrain from doing further studies, since more training increases their efficiency in both public and home care units (Ward & Cutcliffe, 2007).
Conclusion
Since society needs qualified medical personnel, we should come up with strategies, which will motivate nurses to advance their qualifications and skills. Moreover, health institutions should encourage them to seek further training. They should also give priority to those with advanced degrees when doing recruitment in their organizations.
References
Hain L. O. (2012). “Mixed messages: Hospital practices that serve as disincentives for associate degree prepared nurses to return to school”. Nursing Outlook, Vol.60, pp. 81-90.
Ward, M & Cutcliffe, R.J. (2007). Critiquing Nursing Research. New York: Quay Books.