Faculty Behaviors Influencing Intent to Pursue Graduate Education Among RN-BSN Students

Record numbers of nurses are returning to school for their bachelor of science degree in nursing (BSN). The purpose of this study was to determine if supportive and caring behaviors of nursing faculty influence registered nurse-to-BSN students' decision to pursue graduate education in nursing. This descriptive correlational study found statistically significant positive relationships (p < .01) between both faculty-supportive behaviors and caring behaviors and their influence on the student's decision to attend graduate school. A significant number of students enter registered nurse-to-BSN programs uncertain of their aspiration to attend graduate school. Consequently, a considerable opportunity is present for nurse educators to employ supportive and caring behaviors that can have a significant impact on academic progression in nursing.