Voices of faculty of second-degree baccalaureate nursing students.
The limited research related to accelerated second-degree baccalaureate nursing programs primarily focuses on curricular issues or student experiences. The purpose of this study was to focus on the experiences of faculty teaching these students. Using a hermeneutic phenomenological approach, 14 second-degree faculty from the East Coast region of the United States were interviewed to understand their experiences teaching accelerated second-degree baccalaureate nursing students and how these experiences helped or hindered their teaching and learning practices with these students. The challenges associated with teaching these students were identified in the themes At the Top of My Game and Teaching to Think Like a Nurse. This article describes this study and the implications for teaching accelerated second-degree baccalaureate students.
Cangelosi
Pamela R
PR
George Mason University, College of Health and Human Services, School of Nursing, Fairfax, Virginia 22030, USA. pcangelo@gmu.edu
Moss
Margaret M
MM
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 / Q000458:organization & administration*; D005260:Female; D006301:Health Services Needs and Demand; D006801:Humans; D007400:Interprofessional Relations; D008297:Male; D024802:Nurse's Role / Q000523:psychology; D015404:Nursing Methodology Research; D011361:Professional Competence; D012951:Socialization; D013338:Students, Nursing / Q000523:psychology; D011795:Surveys and Questionnaires; D013663:Teaching / Q000458:organization & administration; D013850:Thinking; D014481:United States