Faculty perceptions of an accelerated baccalaureate nursing program.
In response to one of the most severe staff and faculty shortages in the history of the nursing profession, second-degree accelerated nursing programs are springing up throughout the United States. Struggles, solutions, and learning experienced by faculty teaching in an accelerated baccalaureate program in its inaugural year are described in this article. Focus groups were conducted and themes were identified. Themes included adapting to a new clinical teaching model, effectively teaching a different type of student, combining accelerated and traditional students, and learning as you go. Recommendations were made based on the data and the extant literature.
Lockwood
Suzy
S
Harris College of Nursing and Health Sciences, Texas Christian University, Fort Worth, TX 76129, USA. s.lockwood@tcu.edu
Walker
Charles Alan
CA
Tilley
Donna Scott
DS
D000223:Adaptation, Psychological; D001291:Attitude of Health Personnel; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D004518:Education, Professional, Retraining / Q000458:organization & administration*; D005181:Faculty, Nursing; D017144:Focus Groups; D006301:Health Services Needs and Demand; D006801:Humans; D016901:Intergenerational Relations; D007400:Interprofessional Relations; D017145:Models, Educational; D016294:Models, Nursing; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D010934:Planning Techniques; D015397:Program Evaluation; D013338:Students, Nursing / Q000523:psychology; D013850:Thinking; D016526:Workload