Recognition of prior learning: Credit transfer for enrolled nurses studying science in the Bachelor of Nursing program

Abstract

ABSTRACT Objective 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). Design 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. Setting The study was conducted from a regional nursing and rural health unit of a South Australian tertiary education institution. Main outcome Main outcomes from the study showed the constructs of Regret, Difficulty, Advantage and Satisfaction of receiving RPL for first stage science, identified some Diploma undergraduates have difficulty in studying second stage science, whereas other Diploma undergraduates are able to grasp the concepts and are satisfied with their achievement. Results 44.5% accumulatively of strongly disagree and disagree responses of respondents felt they were unprepared through their science education at TAFE. 33.5% of accumulative responses from respondents of strongly agree and agree identified they were prepared for second stage science through pre‑learned science at TAFE. 15% of respondents were undecided as to whether they were prepared for second stage science in the BN program. Conclusion 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.