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Faculty Perceptions in Facilitating Success for Accelerated BSN Student Veterans
Gretchen Wiersma1, Catherine Wilson Cox, Angela M McNelis
1About the Authors Gretchen Wiersma, DNP, RN, CPN, CNE, CHSE, is an assistant professor, George Washington University School of Nursing, Ashburn, Virginia. Catherine Wilson Cox, PhD, RN, CEN, CNE, is an associate professor, George Washington University School of Nursing, Ashburn, Virginia. Angela M. McNelis, PhD, RN, CNE, FAAN, ANEF, is a professor and associate dean for scholarship, innovation & clinical science, George Washington University School of Nursing, Washington, DC. Mary Jean Schumann, DNP, MBA, RN, CPNP, FAAN, is an associate professor, George Washington University School of Nursing, Washington, DC. Joyce Maring, EdD, DPT, is chair and associate professor, Department of Health, Human Function, and Rehabilitation Sciences, George Washington University School of Medicine and Health Sciences, Washington, DC. This project is supported by the Health Resources and Services Administration (HRSA) of the US Department of Health and Human Services (HHS) under Grant Number UF1HP26982 and title "Nurse Education, Practice, Quality and Retention (NEPQR) Program: Veterans Bachelor of Science in Nursing Degree." This information or content and conclusions are those of the authors and should not be constructed as the official position or policy of nor should any endorsement be inferred by HRSA, HHS, or the US Government. For more information, contact Dr. Wiersma at gwiers@gwu.edu.
Faculty identified unique strengths in student veterans within nursing programs. Integrating military-honed skills through team-based learning can enhance academic success for these students.
Area of Science:
- Nursing Education
- Higher Education
- Military-Affiliated Students
Background:
- Student veterans face unique challenges transitioning to higher education.
- Understanding faculty perspectives is crucial for supporting this population.
Purpose of the Study:
- To investigate faculty perceptions of student veteran strengths and challenges in an accelerated Bachelor of Science in Nursing program.
Main Methods:
- Qualitative study involving focus groups with 21 faculty members.
- Thematic analysis was used to identify key themes.
Main Results:
- Four major themes emerged: "No Man Left Behind," "Acclimating to the Higher Education Environment," "Not Wanting to Be Different," and "Professionalism/Maturity."
- Faculty recognized distinct strengths and learning approaches in student veterans compared to non-military peers.
Conclusions:
- Student veterans bring valuable skills to nursing programs.
- Curricular strategies like team-based learning can leverage veteran strengths for academic success.
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