Submitted By: D_Orre@mwcc.mass.edu:
As an administrator at a community college that supports RN, LPN and LPN-to-RN-Bridge education, the Policy Perspectives article (Seago, Spetz, Chapman & Dyer, July06) on the scope, preparation and practice of LPNs was well thought out and fascinating. The demographic data presented closely resembles that found at my college and the student bios added a touch of what is so human about the students we serve as well.
I’d like to focus on the rebuttal provided by Dr. Catherine Georges, specifically commenting on the tracking of minorities into LPN education. She is undoubtedly right that these students are sometimes compartmentalized in primary and secondary education then tracked into a level of education beneath their ability. I know it happened to me and I am white. However, taking a more positive approach to this reality, I’ve seen many underserved students who arrive feeling incapable of handling the rigors of higher education, for a variety of reasons. They look toward the benefits that LPN education as their only feasible choice. Examples of some include comments such as; “It’s a short term lose if I don’t make it.” “My unemployment benefits will pay for one year.” “I will have to start to pay for my son to go to college by then.”
As a twenty-three year veteran to community college education, I am often guided by intuition, equivalent to Benner’s Expert Stage , seeing potential and intelligence in a student soon after he enters my office. Equally as often, a student who has affected me thus verbalizes doubt and insecurity about her own ability or potential. This is the type of student that defines what we know as typical in community college education, be it a student with a goal of a nursing education or that of one who wishes to complete a single college-level course. Our structure and system of student supports was designed with this in mind.
What separates community college nursing education most strikingly from four-year or university education is its mission to meet this type of student where he is and go from there. Most community college nursing programs have academically based selection criteria in place, but we retain a mission of access and work diligently at remediation in a way that is fundamental to the climate and reputation of our institutions. This, in my opinion, is what draws students, many of whom come from under-prepared educational backgrounds, have financial restrictions, language problems, lack self confidence and present a multitude of other hindrances.
While four-year colleges and universities have support structures in place. They falter, regarding this type of student, through no fault of their own. They tend to be more selective in their standards of admission. The time commitment of four years, minimally, can be staggering for many. The expense, the lack of color and the generally higher socio-economic level of students and faculty are just some of the hurdles that draw these students toward community colleges.
Rather than disparaging potential nursing students from coming to community colleges or disparaging them for becoming LPNs, it would better serve their needs and those of nursing practice if we worked together in moving those with the desire and the ability from one level to the next. There is, as Seago and colleagues found, a role for all levels of nursing. They need better definition, regulation and salary delineation and we, as nurses working together, are the only ones who can make that happen.
Deborah J. Orre EdD (c)
Dean, Health Science
Mount Wachusett Community College
Gardner, Massachusetts
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