The transformation of nursing education in the United States has been a subject of intense focus, especially as outlined by the National Academy of Medicine (NAM), formerly known as the Institute of Medicine (IOM). In its landmark report, “The Future of Nursing,” the IOM (2011) emphasized the need for continued education and training within a model of seamless academic progression. This call to action is critical in preparing student nurses with an in-depth understanding of quality improvement methods, knowledge, and experience, which are essential for providing care in an increasingly complex healthcare environment. The evolving roles of nurses, coupled with advancements in medicine and an ageing, more complex patient population, underscore the urgency of evolving our educational systems to meet these changing demands. This evolution is further underscored by the research of Linda Aiken, a notable nursing researcher, whose studies reveal that nurses with a baccalaureate degree (BSN) significantly improve patient outcomes, including lower mortality rates. Aiken, Clarke, Cheung, Sloane, & Silber's, 2003 study in the “Journal of the American Medical Association” showed that increasing the proportion of BSN nurses by 10 % led to a 5 % decrease in surgical patient mortality and failure-to-rescue rates, underlining the essential role of advanced nursing education in patient safety and healthcare effectiveness. Aiken's work, transcending academic interests, has influenced policy and highlights the importance of baccalaureate education in nursing, shaping the future of healthcare delivery (Aiken et al., 2003).

In the United States, the entry into nursing practice varies, with the Licensed Practical Nurse (LPN) being the quickest path. However, LPN education, typically a 10 to 16-month program, does not equip nurses for independent decision-making and complex care required in many of today's acute care settings. In Connecticut, for instance, the Nurse Practice Act specifies that LPNs cannot perform nursing tasks independently and require RN oversight (Connecticut General Statutes, Section 20-87[c]), underscoring the need for higher educational attainment.

Despite their limited educational preparation, LPNs, particularly in Connecticut, represent a vast resource pool capable of significantly contributing to the baccalaureate-prepared workforce. Therefore, identifying the barriers and motivational factors influencing LPNs to pursue higher education is imperative. As suggested by Altman, Butler, Shern (2016), addressing these factors is crucial for the timely and cost-effective expansion of the baccalaureate-prepared nursing workforce and subsequent improvements in population health outcomes.

The transition of LPNs to baccalaureate-prepared RNs is particularly significant in enhancing the racial and ethnic diversity of the nursing workforce in Connecticut. A workforce that mirrors the diversity of patient populations is better positioned to provide culturally appropriate care.

As of 2020, the Connecticut Data Collaborative reported approximately 44,086 nurses actively practicing in Connecticut, with 39,953 RNs and 7130 LPNs. The data reveals a disparity in racial/ethnic representation among nurses, with underrepresentation of the White population and overrepresentation of Black or African American and Hispanic populations among LPNs. These findings highlight the need for educational pathways that not only increase the size but also enhance the diversity of the nursing workforce (Who Educates Nurses in Connecticut?, n.d).

Many LPNs in Connecticut come from lower socioeconomic backgrounds, viewing a college education as unattainable due to various social and economic barriers (Healthy People, 2030). Facilitating LPNs' achievement of a BSN could profoundly impact their social context and the successes of future generations. Children of college-educated parents benefit from their knowledge and experiences, facilitating their own navigation through the education system. Thus, advancing LPNs to a baccalaureate level goes beyond meeting immediate societal needs; it sets a precedent for future generations, promoting a cycle of educational attainment and improved societal health outcomes.

The primary purpose of this study was to explore and identify the specific barriers that have been preventing Licensed Practical Nurses (LPNs) in Connecticut from pursuing higher education. Concurrently, the study aimed to uncover the factors that motivated these LPNs to aspire towards obtaining a Bachelor of Science in Nursing (BSN) degree and subsequent RN licensure. This dual focus on barriers and motivators was critical in providing a comprehensive understanding of the challenges and incentives experienced by LPNs in their educational and professional journeys.

An integral aspect of the study's objective was to utilize the findings to develop a strategic proposal aimed at enhancing the academic pathway for LPNs in Connecticut to transition to BSN-prepared RNs. The aim was not just to identify the obstacles and driving forces but to translate these insights into actionable strategies that could facilitate and streamline the educational advancement of LPNs.

The study is intended to contribute significantly to the field of nursing education by providing data-driven recommendations for policy makers and educational institutions. These recommendations were designed to address the identified barriers effectively and capitalize on the motivational factors, thereby creating a more accessible and appealing pathway for LPNs to advance their careers through higher education.

In summary, the study's purpose was twofold: to elucidate the specific barriers and motivators influencing LPNs in Connecticut regarding higher educational pursuits and to leverage this knowledge in formulating a practical and innovative proposal for enhancing the LPN-to-BSN academic pathway. This endeavor was underpinned by the broader goal of enriching the nursing workforce with well-educated, highly skilled professionals capable of meeting the evolving demands of the healthcare industry.

The study was constructed using the K. Patricia Cross Chain of Response (COR) model as its theoretical foundation. The model was carefully chosen due to its ability to provide a structured framework for identifying pertinent variables and formulating hypotheses regarding their influence on LPNs who are pursuing higher education in Connecticut. According to the COR model, engagement in educational activities can be conceptualized as a series of reactions that are closely intertwined with the life stage and environmental circumstances of an individual (Cross, 1992).

Implementing this framework in the study provided a fundamental foundation for comprehending the intricate dynamics of elements that impact LPNs' choices to pursue additional education. The model's focus on life stages and environmental factors proved to be highly relevant when analyzing the distinct challenges encountered by LPNs, who frequently managed personal obligations in addition to their professional duties.

The COR model was chosen due to its wide-ranging applicability and intrinsic adaptability, which rendered it highly suitable for implementation in various settings, including the domain of nursing education. The model offered a holistic perspective for examining the decision-making procedures of LPNs, incorporating an extensive array of factors including external constraints and environmental influences, as well as individual ambitions and career-related factors.

Theoretically, the COR model provided a structured yet flexible framework for investigating the determinants that encourage or deter LPNs in Connecticut from pursuing a BSN degree. By integrating the study into this theoretical framework, we obtained comprehensive and profound insights that encompassed the various facets of the educational trajectories of LPNs.