Accelerated Nursing Students' Perceptions of Graduate-Level Courses.

Area of Science:

• Nursing Education
• Curriculum Development
• Advanced Practice Nursing

Background:

• Integrating graduate-level courses (GLCs) into undergraduate nursing curricula can accelerate students' entry into advanced practice roles.
• This study explores the lived experiences of accelerated baccalaureate nursing students enrolled in GLCs.

Purpose of the Study:

• To examine the experiences and perceptions of accelerated baccalaureate nursing students undertaking graduate-level courses.
• To identify challenges and benefits associated with integrating GLCs into undergraduate nursing programs.

Main Methods:

• A phenomenological qualitative approach was employed.
• Semistructured interviews were conducted with 14 accelerated baccalaureate nursing students.
• Data analysis utilized the Colaizzi method, with student course evaluations used for triangulation.

Main Results:

• Four major themes emerged: program priorities, time constraints, trade-offs, and resource availability.
• Students experienced significant time pressure and had to make difficult decisions regarding competing demands.
• The availability and utilization of resources impacted student success.

Conclusions:

• Student experiences highlight the need to address challenges in balancing academic priorities, time management, and resource allocation.
• Findings provide insights for nurse educators to optimize curricular design and program planning for effective GLC integration.
• Recommendations focus on improving scheduling, teaching strategies, and support resources to enhance student success in accelerated nursing programs.