title: The faculty voice: teaching in accelerated second baccalaureate degree nursing programs.
abstract: BACKGROUND
  Although accelerated second baccalaureate degree in nursing (ASBSN) programs are growing, little is known about how faculty help ASBSN students to learn.
  
  
  METHODS
  In this descriptive qualitative study, faculty in 25 ASBSN programs in 11 midwestern states were asked to describe factors about their teaching. These focused on a comparison with traditional education and an in-depth examination of teaching strategies.
  
  
  RESULTS
  Faculty (N = 129) responded to six open-ended questions on the online survey; a thematic analysis resulted in 24 themes. Themes included Appreciate the Adult Learner With Previous Experiences; Connect Students With Structured Professional Activities; Role Model Professional Learning; and I Like It, I Love It, I Enjoy the Challenge of It.
  
  
  CONCLUSIONS
  Because findings are from the faculty perspective, they enhance understanding of this teaching experience. Implications for faculty development and further research are included.
authors.forename: Cheryl L
authors.initials: CL
authors.lastname: Brandt
authors.forename: Melissa R
authors.initials: MR
authors.lastname: Boellaard
authors.forename: CeCelia R
authors.initials: CR
authors.lastname: Zorn
mesh_terms: D001291:Attitude of Health Personnel; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D005181:Faculty, Nursing; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D015146:Midwestern United States; D024382:Professional Role; D036301:Qualitative Research; D011795:Surveys and Questionnaires