Background: Despite a growing faculty shortage, accelerated second baccalaureate degree nursing programs (ASBSN) proliferate. To prepare faculty for this teaching role, guide their development, and enhance recruitment and retention, ASBSN faculty in this descriptive study offered advice to new ASBSN educators.
Method: Data were collected online from ASBSN faculty (N = 93) across the midwestern United States.
Results: Six themes emerged: (a) Plan for Program Intensity That Stresses Students and Faculty, (b) Be Available, Flexible, Open-Minded, and Patient, (c) Uphold Early-Established Expectations and Rigorous Standards, (d) Be Prepared for Challenging Questions: Know Your Material and Be Organized, (e) Integrate Students' Diversity Into Teaching and Learning, and (f) Adapt Content and Teaching Strategies to Align With Student and Program Characteristics. Consistency with the Suplee and Gardner new faculty orientation model was explored.
Conclusion: Respondents viewed new ASBSN faculty as active agents who can influence their own effectiveness and success. [J Nurs Educ. 2015;54(6):343-346.].
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Background: Despite a growing faculty shortage, accelerated second baccalaureate degree nursing programs (ASBSN) proliferate. To prepare faculty for this teaching role, guide their development, and enhance recruitment and retention, ASBSN faculty in this descriptive study offered advice to new ASBSN educators.
Method: Data were collected online from ASBSN faculty (N = 93) across the midwestern United States.
Background: Although accelerated second baccalaureate degree in nursing (ASBSN) programs are growing, little is known about how faculty help ASBSN students to learn.
Method: In this descriptive qualitative study, faculty in 25 ASBSN programs in 11 midwestern states were asked to describe factors about their teaching. These focused on a comparison with traditional education and an in-depth examination of teaching strategies.
Experiences and emotions of faculty teaching in accelerated second baccalaureate degree nursing programs.
J Nurs Educ
July 2013
University of Wisconsin-Eau Claire, Eau Claire, WI 54702-4004, USA.
The number of accelerated second baccalaureate degree nursing (ASBSN) programs has mushroomed over recent decades, with more than 225 currently in existence. Scholars have described students and programs, but research examining the faculty experience is limited. The purpose of this study was to describe the experiences and emotions of faculty teaching students in ASBSN programs.
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