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The faculty voice: teaching in accelerated second baccalaureate degree nursing programs.

Cheryl L Brandt, Melissa R Boellaard, CeCelia R Zorn

    The Journal of Nursing Education
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    Faculty in accelerated second baccalaureate degree in nursing (ASBSN) programs utilize adult learning principles and professional role modeling to enhance student learning. This study explores their teaching strategies for these rapidly progressing nursing students.

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    Area of Science:

    • Nursing Education
    • Higher Education Pedagogy

    Background:

    • Accelerated second baccalaureate degree in nursing (ASBSN) programs are expanding.
    • Limited understanding exists regarding faculty teaching strategies in ASBSN programs.

    Purpose of the Study:

    • To explore faculty perspectives on teaching strategies used in ASBSN programs.
    • To identify factors influencing the learning experiences of ASBSN students from the faculty viewpoint.

    Main Methods:

    • Descriptive qualitative study design.
    • Online survey administered to 129 faculty members across 25 ASBSN programs in 11 midwestern states.
    • Thematic analysis of faculty responses to open-ended questions regarding their teaching.

    Main Results:

    • Thematic analysis identified 24 distinct themes related to faculty teaching.
    • Key themes included appreciating adult learners' prior experiences, connecting students with professional activities, and role-modeling professional learning.
    • Faculty expressed enthusiasm for the challenges and rewards of teaching in ASBSN programs.

    Conclusions:

    • Faculty insights provide a deeper understanding of the ASBSN teaching experience.
    • Findings have implications for faculty development initiatives.
    • Recommendations for future research in accelerated nursing education are suggested.