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Accelerated BSN Program

Linda Honan, Sarah Shealy, Kristopher Fennie, Thomas C Duffy, Linda Friedlaender, Megan Del Vecchio
Development of perceptual aptitude is a critical yet complex skill that requires the effective organization and interpretation of data using visual and auditory clinical observation. Educators face challenges in creating pedagogy that consistently demonstrates reliability and validity in fostering clinical skills. We have dependably used the arts as a means to improve students' auditory and visual skills, and this article will describe replication of our work with accelerated nursing students in a bachelor's program in their last semester of nursing school (n=23)...
September 2016: Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing
Tiffani Wise, Bibha Gautam, Rebbecca Harris, Deborah Casida, Rachel Chapman, Lori Hammond
The coach model is an innovative approach to clinical education in which registered nurses facilitate clinical instruction. The nursing students are assigned with a specific coach throughout the 12-month accelerated baccalaureate nursing curriculum. The purpose of this article is to share our experience using the coach model for students' clinical education including the benefits, challenges, and outcomes.
June 13, 2016: Nurse Educator
Deloras Jones, Liz Close
The California Collaborative Model for Nursing Education (CCMNE) promotes seamless ADN-BSN academic progression as the most effective means by which the state can educate the numbers of BSN-prepared nurses needed in the future. Accelerated by state legislation and a national commitment to a higher-educated nursing workforce, the framework is sufficiently flexible to accommodate a variety of strategies that meet the intent of each Core Component, and can be implemented at local, regional, or state levels. Six percent of all current ADN students in California are dual enrolled in CCMNE BSN programs...
November 2015: Nursing Economic$
Margaret Barnes
BACKGROUND: Many articles describe how service-learning has been implemented, but few studies have demonstrated its effectiveness. METHOD: A service-learning component was added to a course in a registered nurse-to-baccalaureate degree (RN-to-BSN) completion program. The service-learning component included a 5-hour service requirement and class discussions. The purpose of this study was to evaluate service-learning's impact on postlicensure RN-to-BSN students' self-evaluation of their leadership skills and their interest in social justice...
January 2016: Journal of Nursing Education
Liz Close, Carolyn Orlowski
BACKGROUND: In 2004, nurse leaders in California recognized the imminent need to increase the number and educational preparation of the state's nursing workforce. The California Collaborative Model for Nursing Education (CCMNE), a key strategy to meet this goal, was introduced in 2008. METHOD: The CCMNE set a new statewide standard for associate degree in nursing (ADN)-to-baccalaureate degree in nursing (BSN) progression by defining seamless academic progression parameters...
December 2015: Journal of Nursing Education
Nora E Warshawsky, Arica Brandford, Nancy Barnum, Susan Westneat
OBJECTIVE: The aim of this study was to understand the educational status and plans of Kentucky's RN workforce in advancing nursing educational levels. BACKGROUND: The Institute of Medicine called for 80% of nurses to hold a minimum of a BSN by 2020. Nurse leaders from practice, academe, and the community need evidence to guide the development of effective strategies. METHODS: An electronic survey was administered to Kentucky's RNs. This descriptive analysis was based on 1363 usable responses...
September 2015: Journal of Nursing Administration
Leslie K Payne, Tina Glaspie, Catherine Rosser
No abstract text is available yet for this article.
September 2014: Nursing Education Perspectives
Leslie K Payne, Patricia Mullen
AIM: The purpose of this article is to examine research studies that compared outcome measures of students/graduates of traditional and accelerated BSN programs. BACKGROUND: Accelerated postgraduate baccalaureate nursing programs are popular. It is important to compare outcome measures and explore equivalence between traditional and accelerated programs. METHOD: Peer-reviewed research articles published within the last six years were identified in ERIC, CINAHL, and MEDLINE...
July 2014: Nursing Education Perspectives
Linda Wolf, Andrea Warner Stidham, Ratchneewan Ross
BACKGROUND: Stress is an inevitable part of life and is especially pervasive in the lives of nursing students. Identifying the predictors of stress as well as coping strategies used can allow for the implementation of appropriate coping interventions to assist in the management of stress in nursing students. Mixed methods research that has been undertaken to gain an understanding about student stress, especially juxtaposing generic versus accelerated nursing students could not be identified...
January 2015: Nurse Education Today
Patricia T Alpert, Carolyn B Yucha, Manuel Atienza
AIM: This article articulates lessons learned about an accelerated family nurse practitioner course offered to foreign medical doctors who also held baccalaureate nursing degrees (BSN). BACKGROUND: In the last decade, many physicians in the Philippines returned to school to obtain BSN degrees and licensure as registered nurses (referred to as nurse-medics) to emigrate to the United States in the hope of a better life. Once in the United States, many remain in nursing even though they prefer the practice of medicine...
July 2013: Nursing Education Perspectives
Deborah A Raines
This retrospective study explores the work activities of graduates from an accelerated, second-degree BSN program. There is documented growth in the number of accelerated, second-degree programs and the number of graduates from these programs. However, there are no published studies of whether or not these graduates are members of the workforce 5 years following graduation. This retrospective study found that the majority of the graduates are employed in nursing, and a large percentage have earned or are pursuing advanced degrees in nursing...
2013: International Journal of Nursing Education Scholarship
Sarah E Newton, Gary Moore
AIM: The purpose of this study was to describe the critical thinking (CT) skills of basic baccalaureate (basic-BSN) and accelerated second-degree (ASD) nursing students at nursing program entry. BACKGROUND: Many authors propose that CT in nursing should be viewed as a developmental process that increases as students' experiences with it change. However, there is a dearth of literature that describes basic-BSN and ASD students' CT skills from an evolutionary perspective...
May 2013: Nursing Education Perspectives
Carol S Lang, Joyce A Hahn
This article describes the design, development, and implementation of an innovative teaching/learning model involving integration of classroom teaching, clinical simulation, and debriefing/critical thinking to prepare accelerated baccalaureate nursing students for clinical practice experiences in the inpatient psychiatric setting. Lessons learned and future directions for simulation experiences involving standardized patient scenarios in undergraduate psychiatric nursing education are shared.
March 2013: Journal of Psychosocial Nursing and Mental Health Services
Leslie K Payne
BACKGROUND: Students' perceptions of their academic learning environment have been found to be related to their approaches to learning and learning outcomes. Educational environment is just beginning to be researched in nursing education with the vast majority of studies focusing on the clinical educational environment. Accelerated Bachelor of Science in Nursing (ABSN) programs for students who have obtained a bachelor degree are a popular nursing pedagogue. These programs are instituted on the belief that degreed students have the ability to be successful in a demanding program, are older, are adult learners and tend to be more motivated than their traditional counterparts...
November 2013: Nurse Education Today
Ruth Anne Fiedler, Susie Breitenstein, Kathleen Delaney
BACKGROUND: In 2008, the American Psychiatric Nurses Association and the International Society for Psychiatric Nursing jointed developed Psychiatric Mental Health Nursing competencies for BSN students. In the newly created accelerated track of the BSN program, students spend less time than traditional students in psychiatric mental health (PMH) clinical practica. OBJECTIVES: The primary objective was to discover how the PMH practicum experience influences BSN students' perceptions of their confidence in performing PMH clinical skills...
July 2012: Journal of the American Psychiatric Nurses Association
Mary E Megel, Audrey E Nelson, Joyce Black, Jenilee Vogel, Megan Uphoff
The purpose of this study was to repeat a study by Letizia and Jennrich that described and compared perceptions of the clinical post-conference learning environment of undergraduate baccalaureate student nurses (BSN) and faculty. The Clinical Post-Conference Learning Environment Survey (CPCLES) was sent electronically to all traditional and accelerated BSN students and faculty; 178 usable responses were returned. Both faculty and students perceived the environmental characteristics captured by the CPCLES were important, but were used less than expected (p<0...
May 2013: Nurse Education Today
Teri Wurmser, Jane Bliss-Holtz
Strategic planning and joint leverage of the strengths inherent in the academic and practice arenas of nursing are imperative to confront the challenges facing the profession of nursing and its place within the healthcare team of the future. This article presents a description and discussion of the implementation of several academic-practice partnership initiatives by Meridian Health, a health system located in central New Jersey. Included in the strategies discussed are creation of a support program for nonprofessional employees to become registered nurses; active partnership in the development of an accelerated BSN program; construction of support systems and academic partnerships for staff participation in RN-to-BSN programs; construction of on-site clinical simulation laboratories to foster interprofessional learning; and the implementation of a new BSN program, the first and only generic BSN program in two counties of the state...
November 2011: Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing
Gail P Poirrier, Melinda G Oberleitner
To expand nursing programs to better meet workforce demands, nursing education must offer nontraditional students more educational opportunities that are flexible, streamlined, and low cost. Accelerated programs, particularly programs tailored to attract individuals with degrees in other fields and looking for career changes, are great examples. The cost factors related to a successful accelerated degree program designed for non-nursing college graduates are described. Based on the experiences with a previously implemented accelerated BSN program offered from 1987-1994 at one university, a revised accelerated option model was developed that included ongoing involvement with four community hospitals, shared budget responsibilities, student stipends, and a 3-year work commitment by graduates at a sponsoring hospital...
May 2011: Nursing Economic$
Margaret Rafferty, Deborah Lindell
College graduates are entering specially designed accelerated (second-degree) prelicensure nursing programs in record numbers, but research regarding program outcomes is scarce. Nurse managers attending a national nursing conference participated in research comparing the clinical competencies of 93 accelerated graduates with those of 107 traditional baccalaureate nursing degree (BSN) graduates using an adapted version of Dr. Patricia Schwirian's Six-Dimension Scale of Nursing Performance. Two-tailed t tests for independent groups were used to test for differences between the accelerated and traditional groups...
June 2011: Journal of Nursing Education
Diane Stuenkel, Deborah Nelson, Suzanne Malloy, Jayne Cohen
Faculty at an urban public university collaborated with the Gordon and Betty Moore Foundation and 7 area hospitals to implement an accelerated baccalaureate nursing program, which was unique in not requiring a previous baccalaureate degree. The authors describe the program, cohorts, and select student outcomes. The focus is on lessons learned by implementing this collaborative endeavor within a context of economic change.
March 2011: Nurse Educator
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