Faculty perceptions of an accelerated baccalaureate nursing program

In response to one of the most severe staff and faculty shortages in the history of the nursing profession, second-degree accelerated nursing programs are springing up throughout the United States. Struggles, solutions, and learning experienced by faculty teaching in an accelerated baccalaureate program in its inaugural year are described in this article. Focus groups were conducted and themes were identified. Themes included adapting to a new clinical teaching model, effectively teaching a different type of student, combining accelerated and traditional students, and learning as you go. Recommendations were made based on the data and the extant literature.