This paper presents findings from a qualitative descriptive study that explored the professional socialization experiences of Licensed Practical Nurses (LPNs) who attended an online university to earn a Baccalaureate degree in nursing (BN), a prerequisite to writing the Canadian Registered Nurse (RN) qualifying exam. The project was framed from a constructivist worldview and Haas and Shaffir’s theory of legitimation. Participants were 27 nurses in a Post-LPN to BN program who came from across Canada to complete required practicums. Data was collected from digital recordings of four focus groups held in different cities. Transcripts were analyzed for themes and confirmed with participants through member checking. Two overarching themes were identified and are presented to explain how these unique adult learners sought to legitimize their emerging identity as Registered Nurses (RNs). First, Post-LPN to BN students need little, if any, further legitimation to affirm their identities as “nurse.” Second, practicum interactions with instructors and new clinical experiences are key socializing agents. 1. Introduction Vocationally educated Licensed Practical Nurses (LPNs) who enter an online university to upgrade their credentials by earning a Bachelor of Nursing (BN) degree can find the experience of socializing into a new and more complex professional role challenging [1, 2]. Professional socialization is the process of learning a professional role and emerging as a member of an occupational culture [3]. A key element within the overarching process of professional socialization is legitimation or the experience of gaining a sense of affirmation from socializing agents [4, 5]. Traditionally, opportunities for transitioning between vocational colleges and universities were limited [6–8]. Although few universities offer bridging programs for Licensed Practical Nurses, participants in the present study attended a new program where they were awarded prior academic credit for their previous nursing credential. Graduates of the bridging program go on to write the Canadian Registered Nurse (RN) qualifying exam. To date, educational research examining this group of nurses is limited. This paper describes findings from a qualitative descriptive study that investigated the professional socialization experiences of 27 Post-LPN to BN students. Although most of the nurses’ courses are offered online and are completed independently at their own pace, small groups of LPN to BN students do meet face to face for required practicum experiences. The practicum experiences are
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