title: Descriptions from accelerated baccalaureate nurses: determining curriculum and clinical strategies that work best to prepare novice nurses.
abstract: Newly graduated accelerated baccalaureate nurses have completed a rigorous, condensed curriculum; however, there is little research on their transition into the professional role. The purpose of this qualitative, descriptive research was to elicit novice nurses' descriptions of the transition into actual nursing, and to identify curriculum and clinical strategies that either facilitated or hindered their transition. As areas that enhanced their professional transition, participants reported a high intensity, fast-paced program and dynamic, mentoring clinical faculty who demonstrated skills to analyze patient situations. Factors that hindered their transition were insufficient clinical time and lack of a welcoming and supportive staff at clinical locations. Based on the findings from this study, the researcher recommends synchronizing accelerated nursing content across all baccalaureate courses and adding more clinical time that is directed by a supportive and enthusiastic faculty member who provides pertinent, individualized patient assignments.
authors.affiliation: New Jersey City University, NJ, USA. joycewright03@gmail.com
authors.forename: Joyce A
authors.initials: JA
authors.lastname: Wright
mesh_terms: D000328:Adult; D003162:Competency-Based Education / Q000379:methods*; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D005181:Faculty, Nursing; D005260:Female; D017144:Focus Groups; D006801:Humans; D008297:Male; D008611:Mentors; D036301:Qualitative Research; D013663:Teaching / Q000379:methods*; D014481:United States