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Teaching experiences of second degree accelerated baccalaureate nursing faculty
International Journal of Nursing Education Scholarship
|December 10, 2013
Summary
Faculty in accelerated second degree baccalaureate nursing programs often feel unprepared to teach these students. This lack of preparation impacts faculty retention and requires targeted support and guidance for educators.
Area of Science:
- Nursing Education
- Higher Education Pedagogy
Background:
- Accelerated second degree baccalaureate nursing programs are rapidly expanding.
- Limited research exists on the experiences of faculty within these programs.
Purpose of the Study:
- To explore the lived experiences of faculty teaching accelerated second degree baccalaureate nursing students.
- To identify challenges and needs faced by these educators.
Main Methods:
- Hermeneutic phenomenological approach utilized.
- 14 faculty from accelerated second degree baccalaureate nursing programs in the eastern US participated.
- In-depth interviews were conducted to gather data.
Main Results:
- A significant theme identified was 'Figuring It Out On My Own'.
- Faculty reported feeling unprepared to teach this specific student population.
- A need for structured guidance and training was evident.
Conclusions:
- Findings highlight a critical need for faculty development and support in accelerated nursing programs.
- Addressing faculty preparedness is crucial for effective teaching and program sustainability.
- Implications for faculty recruitment and retention strategies are discussed.
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