Innovation Center Changing Practice Through Meaningful Assignments: Ideas for Supporting RN-BSN Students Jacqueline Kayler DeBrew Abstract Although nurses entering RN-BSN programs often perceive that earning the BSN will be of little benefit, upon completion, they do believe they have made professional gains, demonstrating that they have experienced a change in perspective. Mezirow’s theory of perspective transformation can guide educators to develop learning activities that allow RN-BSN students to find meaning in the BSN degree while enrolled in a program, rather than after the program has been completed. Examples of learning activities and student reflections are provided. KEY WORDS Curriculum Design – Mezirow’s Theory of Perspective Transformation – RN-BSN Education – Teaching Activities N urses who enter RN-BSN programs often do so with the be- lief that earning the BSN will be of little benefit to them. Rather, they perceive it is something they must do in order to advance in their careers (Delaney & Piscopo, 2004; Duffy et al., 2014). How- ever, upon completion of the program, RN-BSN students believe that they have made professional gains (Rush, Waldrop, Mitchell, & Dyches, 2005), demonstrating that, somewhere along the way, they experienced a change in perspective. Although it is a desired out- come for graduates to find meaning in their degrees, is there a way that this change in perspective could occur during an RN-BSN pro- gram? Mezirow’s theory of perspective transformation can be useful in guiding nurse educators to develop learning activities that allow RN-BSN students to find meaning in the BSN degree while enrolled in a program, rather than after the program has been completed. MEZIROW’S THEORY Mezirow’s theory of perspective transformation is based on the belief that, for learning to occur, adults must transform their perspectives, or meanings, through experience and critical reflection. The 10 phases of perspective transformation, which begin with a “disorienting di- lemma” (p. 68) and conclude with a new perspective, can be applied to nursing students who engage in the process of nursing education and become transformed into professional nurses (Mezirow, 1991). The theory has particular applicability for RN-BSN students, who must critically reflect upon their prior educational and work experiences in order to reshape meanings and acquire new knowledge. Cragg, Plotnikoff, Hugo, and Casey (2001) utilized Mezirow’s theory when studying RN-BSN students who were enrolled in dis- tance education programs. They believed that RN-BSN students go through the transformation process described by Mezirow, starting with the disorienting dilemma of returning to school, followed by self- examination and a critical assessment of their own practice as a re- sult from going through the program. This process, in turn, develops their professional attitudes. The findings of this research demonstrate that baccalaureate education, including RN-BSN programs offered in a variety of modalities, can lead to a changed perspective in nurses. According to Mezirow (1991), in order for learning to occur, the learner must first experience a disorienting dilemma. RNs returning to school go through this dilemma as they often question the value of the BSN and wonder why they must pursue additional education when they are already nurses (Delaney & Piscopo, 2004; Duffy et al. 2014; Megginson, 2008). These students are unsure if earning the BSN will indeed change their nursing practice. According to Mezirow, transformation can occur when new ways of acting are explored and acted upon, especially if there is an opportunity for critical reflection. Often it is after completion of an RN-BSN program that a nurse reflects and begins to fully realize that earning the degree did make a difference in nursing practice (Rush et al., 2005). But what if nurse educators could help students see changes in their practice while they are in the program? How can nurse educators design learning activities that allow students to reflect upon their own practice and critically examine it for needed changes? Furthermore, what role do colleagues and managers of nurses returning to school play in the transformation that occurs that ultimately changes practice? About the Author Jacqueline Kayler DeBrew, PhD, RN, CNE, is a clinical professor and director, RN-BSN Program, The University of North Carolina at Greensboro, Greensboro, North Carolina. The author acknowledges the support and commitment to students of the many faculty who have taught RN-BSN programs over the years. For more information, contact her at jkdebrew@uncg.edu. The author has declared no conflict of interest. Copyright © 2019 National League for Nursing doi: 10.1097/01.NEP.0000000000000549 Nursing Education Perspectives VOLUME 00 NUMBER 0 1 Copyright © 2019 National League for Nursing. Unauthorized reproduction of this article is prohibited.