Promising Practices for Faculty in Accelerated Nursing Programs

This descriptive qualitative study collected data during focus groups using an open-ended interview guide on six themes as best faculty practices: appreciate accelerated students as adult learners, communicate passion for the profession, challenge and motivate, practice while teaching and share their experiences, support accelerated students, and use varied teaching styles.

Abstract

Accelerated nursing programs for college graduates have been graduating RNs since 1971. The question of how best to educate this cohort is a concern and even more of a priority because these students have different learning needs. Anecdotally, faculty know accelerated students tend to be challenging to teach. Administrators of nursing programs also are aware that some faculty prefers teaching this cohort and other faculty does not. This descriptive qualitative study collected data during focus groups using an open-ended interview guide. The focus groups consisted of accelerated second-degree nursing students. Participants identified six themes as best faculty practices: appreciate accelerated students as adult learners, communicate passion for the profession, challenge and motivate, practice while teaching and share their experiences, support accelerated students, and use varied teaching styles.