title: We are different: learning needs of accelerated second-degree nursing students.
abstract: In this study, the authors explored the perceptions of effective teaching-learning strategies from the perspective of graduates of a second-degree prelicensure nursing program. Data were collected using interviews and analyzed using qualitative description. Seven themes were identified. These findings provide a unique perspective in identifying teaching strategies for use with these students and may provide insight and direction to others who have considered or are considering second-degree prelicensure programs.
authors.affiliation: College of Nursing, The University of Iowa, Iowa City, IA 52242-1121, USA. martha-driessnack@uiowa.edu
authors.forename: Martha
authors.initials: M
authors.lastname: Driessnack
authors.forename: Paula
authors.initials: P
authors.lastname: Mobily
authors.forename: Anita
authors.initials: A
authors.lastname: Stineman
authors.forename: Lou Ann
authors.initials: LA
authors.lastname: Montgomery
authors.forename: Toni
authors.initials: T
authors.lastname: Clow
authors.forename: Shelly
authors.initials: S
authors.lastname: Eisbach
mesh_terms: D001291:Attitude of Health Personnel; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D004511:Education, Nursing, Graduate; D006801:Humans; D007858:Learning; D020380:Needs Assessment; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D036301:Qualitative Research; D013338:Students, Nursing / Q000523:psychology*