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Role Transition: Internationally Educated RN To BSCN
Role Transition: Internationally Educated RN To BSCN
Ryerson University
November 9, 2021
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Introduction
a registered practical nurse in Ontario. I graduated with a 3-year diploma in general nursing as an
RN in Zimbabwe in 2001, I worked in acute mental health and in medical air rescue- for 3 years
before immigrating to Swaziland where I worked in emergency room, infectious disease, public
health. Since immigrating to Canada in 2008, I have worked in acute and chronic mental health,
held various roles in long term care as an infection control nurse, RAI-MDS coordinator and
quality control nurse. My main reasons for pursuing the BScN and my career goals are to
improve my knowledge base in providing care to patients, with increased knowledge comes
improved critical thinking skills, will be able to provide care to complex patients and mange my
patients better. When you speak as an RPN in team meetings, the other professions have little
regard to what you have to say. I want to be a better advocate for my patients or residents
through advocating or being part of team that advocates for patients or residents or users of
healthcare services. I hope to lead an infection control team or quality improvement team in the
future.
Meleis’ transition theory, the name speaks for itself, transition, I am going through a transition of
role change. I used to be a registered nurse who was able to consult, prescribe, order diagnostic
tests, and interpret those results to my patients, suture, and provide wound care. In Canada my
RN diploma is no longer being registered, I can only register as an RPN, which is new to me had
no idea what the role was. I had to shift roles and learn a new scope of practise. To be recognized
as an RN I must go back to school and obtain a baccalaureate in Nursing. The types of transition,
conditions of transition pointed out what I am going through in a noticeably clear and simple
Paper will apply and analyze Meleis' theory through the transition process from IEN to BScN
Transitioning to BScN RN
My transition according to Meleis ' theory is situational. There are two parts in transitioning to
BScN, for me. My transitioning was triggered by the need to get the BScN, which involved
completing a bridging program for internationally educated nurses at George Brown college
before being enrolled in the post diploma program at Ryerson University. I think holding a
baccalaureate in nursing will enable me to provide improved patient care that is evidenced based
and oversee complex situations and intervene appropriately. I for see my thought changing
regarding patient care and quality of care provided, as well as my patient assignment changing, I
currently have less complex patient’s assignment. According to Spetz& Bates (2013) “nursing
care is becoming very complex and warrants higher education.” I have already completed the
healthcare. The theory course and research courses seem more applicable to improve my
thoughts around research and evidence-based practise. I will understand and apply theory and
research in my practise through using evidence-based practise. I find research challenging and I
anticipate statistics will be challenging, I am not good with numbers and formulae. I will build
on my strengths of willing to learn. Time management is another factor too, between being a
fulltime student, a parent and spouse and working part time, I am performing separate roles.
According to Allison Brandt Anbari, (2015). RN students experience role strain as they are
performing multiple roles outside of work and school. Time management study skills will be
explored that will assist me getting better understanding of my courses and grasping the
information I learn. Being an adult learner and experiencing different type of teaching with the
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program being virtual for now it takes away students’ chance to interact with peers and form
study groups which can be beneficial especially when one is an older student, we learn from
others. I plan to meet with my professors and faculty from time to time to review my progress
and areas that need improvement, setting aside time to study and complete schoolwork without
disturbances, engage with my peers through online discussions or discussion board postings. I
will continue to build on my organization skills which will also help me in my career goals
through remaining organized, studying and maintaining a home and being a parent to my
children. I am also building on my leadership strengths, and I think have improved. I see myself
in group work initiating and taking the lead and I also encourage my group members to not only
remain engaged during group discussions but to speak up when our group is called. I must
improve on how I study to retain the knowledge and reduce panic and anxiety during exams and
read my questions thoroughly to get the correct answer. For future courses like statistics, I plan
to have an open mind going into those courses and remain focused and attentive to increase my
chances of success. I have set dedicated times to study, my timetable is always visible, I created
Conclusion:
My role transition from IEN to BScN will be successful if I consider the steps to success I
identified like time management, improving study skills, having conversations with my
professors periodically to identify progress and areas needing improvement, remaining focused
Theory Analysis
Thew purpose of the theory is used to identify and explain the transition experience as one goes
from one role to another in different circumstances that may enable or inhibit the ability to learn
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or function in the new role or circumstance.(Meleis' 2007).A good description of the concepts is
given the types of transitions- developmental, situational, health illness, organizational and
points. The conditions of transition experience be it personal, community, society or global. The
mobilize support and debrief as well as patterns of response which include engaging, fluid and
interactive identity, resourcefulness, healthy interactions are well outlined as well as the nursing
therapeutics.(Meleis 2007).The theory is logical in that it’s major goals were to prepare
individuals and families for developmental, situational, health illness transitions and cope with
the changes in a positive way. It becomes congruent with my situation in that there was a trigger
bridging program at college. It is situational transition, one of the types of transitions in Meleis
’theory, and how I will experience and respond to the transition from going to school and
In the interventions the theory mentions identifying milestones, but we do not know when these
milestones occur, or what the milestones are neither do we know whose roles or competencies
This theory is useful to guide my transition to the BScN prepared Registered Nurse role in
Ontario. Having knowledge of this theory allows me to envision the change, it allows me to see
the distinct types of transitions and where these transitions could occur and identify the type of
transition that is applicable to me. By being able to identify the role or transition process I am
going through to become a BScN RN, I will understand my patients better as they go through
different transitions themselves and be able to provide quality care for them.
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Reference.
Anbari, A.B. (2015). The RN to BSN Transition: A Qualitative Systematic Review. Global
Joanne Spetz and Timothy Bates. (2013) Is Baccalaureate worth it? Return to education 2000-
2008 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3876405/