Stressors and supports for baccalaureate nursing students completing an accelerated program.
This study examined stressors and resources for nursing students in an accelerated program. The research questions asked what the stressors and coping strategies are for accelerated option students. It also asked which learning strategies help or hinder accelerated option students in meeting the program objectives. The sample included students from an accelerated nursing program in an urban Midwestern university school of nursing. Participants completed a quantitative questionnaire and an interview. Findings suggested that nearly half of the students preferred the lecture format for classroom presentations. Clinical experiences were perceived as the most important component of the program. Resources included peers, family, and faculty. In understanding the stressors experienced by accelerated option students and the preferred learning strategies, the institution of nursing education may assist faculty to facilitate learning. This study forms the foundation for a second study exploring the differences in perceptions of accelerated students and the nursing faculty.
Weitzel
Marilyn L
ML
School of Nursing, Cleveland State University, Cleveland, OH 44115, USA. m.weitzel@csuohio.edu
McCahon
Cheryl P
CP
D004508:Education, Nursing, Baccalaureate; D006801:Humans; D015146:Midwestern United States; D009726:Nurses / Q000523:psychology*; D015402:Nursing Education Research; D012944:Social Support; D013315:Stress, Psychological / Q000517:prevention & control*; D013663:Teaching / Q000379:methods