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Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Faculty perceptions of an accelerated baccalaureate nursing program.

Suzy Lockwood¹, Charles Alan Walker, Donna Scott Tilley

¹Harris College of Nursing and Health Sciences, Texas Christian University, Fort Worth, TX 76129, USA. s.lockwood@tcu.edu

The Journal of Nursing Education

|July 29, 2009

Summary

This summary is machine-generated.

Faculty in new accelerated nursing programs faced challenges adapting teaching models and student needs. They developed solutions through a learning-as-you-go approach to address nursing faculty shortages.

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Published on: December 9, 2022

Area of Science:

Nursing Education
Higher Education

Background:

The nursing profession faces unprecedented staff and faculty shortages.
Second-degree accelerated nursing programs are expanding to meet workforce demands.

Purpose of the Study:

To describe the experiences of faculty teaching in the inaugural year of an accelerated baccalaureate nursing program.
To identify challenges and solutions encountered by faculty in this new educational model.

Main Methods:

Focus groups were conducted with faculty members.
Qualitative thematic analysis was used to identify key themes from faculty discussions.

Main Results:

Faculty struggled with adapting a new clinical teaching model.
Teaching a different student demographic and integrating accelerated with traditional students presented challenges.
Faculty emphasized a "learning as you go" approach to curriculum and pedagogy.

Conclusions:

Faculty adapted to new teaching models and student populations in accelerated nursing programs.
Recommendations for program development and faculty support were derived from faculty experiences and existing literature.