An innovative approach to accelerated baccalaureate education

This article highlights novelties and innovations that were successfully incorporated in the development and ongoing refinement of an accelerated nursing program for second-degree students. Using a reflective practice framework, program coordinators deliberately crafted incoming classes through constrained optimization, modified the clinical rotation model, reduced waste through efficient use of faculty and other resources, integrated clinical course work to promote contextual learning, introduced four semester themes to mitigate an obsession with content among faculty and students, and employed student-centered pedagogies that valued the depth and breadth of students' prior experiences. Program outcomes are also discussed.