ABSTRACT
The limited research related to accelerated second-degree baccalaureate nursing programs primarily focuses on curricular issues or student experiences. The purpose of this study was to focus on the experiences of faculty teaching these students. Using a hermeneutic phenomenological approach, 14 second-degree faculty from the East Coast region of the United States were interviewed to understand their experiences teaching accelerated second-degree baccalaureate nursing students and how these experiences helped or hindered their teaching and learning practices with these students. The challenges associated with teaching these students were identified in the themes At the Top of My Game and Teaching to Think Like a Nurse. This article describes this study and the implications for teaching accelerated second-degree baccalaureate students.
AUTHORS
Received: October 15, 2008
Accepted: February 4, 2009
Posted: October 30, 2009
Dr. Cangelosi is Associate Professor, and Dr. Moss is Assistant Professor, George Mason University, College of Health and Human Services, School of Nursing, Fairfax, Virginia.
This study was funded by a Duke University/Helene Fuld Foundation grant. The authors would like to thank Sandra Laski for her assistance with this study.
Address correspondence to Pamela R. Cangelosi, PhD, RN, CNE, Associate Professor, George Mason University, College of Health and Human Services, School of Nursing, 4400 University Drive, MS 3C4, Fairfax, VA 22030; e-mail: pcangelo@gmu.edu.
doi:10.3928/01484384-20090915-02
