title: Assessing faculty integration of adult learning needs in second-degree nursing education.
abstract: The limited research data available on effective teaching strategies for accelerated baccalaureate nursing programs has generated interest in identifying and assessing successful teaching tools and strategies in current programs. Most data have been anecdotal and have not emphasized the effectiveness of accelerated programs. This study used a qualitative research design to determine the effectiveness of an integrative learning model in improving nursing student outcomes of second-degree students. Overall data from focus groups in the beginning and end of the study indicated that the use focus groups enhanced the learning process and outcomes.
authors.affiliation: Graduate School of Education and Allied Professions, Fairfield University, Fairfield, Connecticut, USA.
authors.forename: Tracey E
authors.initials: TE
authors.lastname: Robert
authors.forename: Carole A
authors.initials: CA
authors.lastname: Pomarico
authors.forename: Mary
authors.initials: M
authors.lastname: Nolan
mesh_terms: D000328:Adult; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D005260:Female; D017144:Focus Groups; D006801:Humans; D008297:Male; D017145:Models, Educational; D015397:Program Evaluation; D013663:Teaching / Q000379:methods*; D014481:United States