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Gender Differences and Similarities in Accelerated Nursing Education Programs: Evidence of Success From the New
Darrell R Spurlock1, Barbara J Patterson, Normajean Colby
1About the Authors The authors are faculty at Widener University School of Nursing, Chester, Pennsylvania. Darrell Spurlock, Jr., PhD, RN, NEA-BC, ANEF, is a professor and director, Leadership Center for Nursing Education Research. Barbara J. Patterson, PhD, RN, ANEF, is a distinguished professor and associate dean for scholarship and inquiry. Normajean Colby, PhD, RN, is an associate professor. This work was supported by a grant from the Robert Wood Johnson Foundation New Careers in Nursing Program (ID No. 49935). For more information, contact Dr. Spurlock at dspurlock@widener.edu.
Aim:
The aim of the study was to examine the profile of male students in accelerated nursing education programs (ANEPs) focusing on key demographic, educational, and outcome variables and compare male and female students on these variables.
Background:
Though ANEPs have proliferated over the last two decades, there has been little study of students enrolled in these programs and, consequently, the role ANEPs could play in enhancing nursing workforce diversity.
Method:
This study is a secondary analysis of data collected from 3,502 students who participated in the Robert Wood Johnson Foundation New Careers in Nursing Program from 2008 to 2016.
Results:
ANEP completion and NCLEX-RN success rates were strong overall. Male and female ANEP students differed on several dimensions often associated with academic success, differences that have relevance for purposes of teaching, research, and program planning.
Conclusion:
ANEPs could be an effective mechanism for increasing the gender, racial, and ethnic diversity of the nursing workforce.
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