| Learning Objective #1: Identify teaching strategies that empower second degree accelerated nursing students to succeed | |||
| Learning Objective #2: Understand the role of research-based teaching and learning in the development of new pedagogies in nursing |
Design: A hermeneutic phenomenological approach with a focus on pedagogy as described by van Manen served as the framework.
Population, Sample, Setting, Years: Nineteen second degree graduates from the mid-Atlantic region of the United States were interviewed face-to-face during 2003-2004.
Concept Studied: The study focused on the phenomenon of second degree student experiences and how these experiences best prepared them for clinical practice after graduation.
Methods: Approved by the researcher's University Human Subjects Review Board, and through snowball sampling, participants were asked: "Is there an incident as a second degree accelerated nursing student that stands out in your mind that best prepared you for your current clinical position?" Interviews were audiotaped and transcribed verbatim. Data were also generated through written comments by participants on their respective narrative summaries, journal notes written by the investigator, and demographic inquiries. Data were analyzed utilizing van Manen's approach to human science research.
Findings: Several themes were identified, but one, "Clearing a Path Toward Possibilities" will be presented. Students described faculty as integral to their success in overcoming barriers to move along a pathway toward their goals.
Conclusions: New pedagogies that incorporate the rich life experiences and critical thinking skills of second degree students are needed in accelerated nursing programs.
Implications: Through research based teaching and learning, accelerated second degree nursing programs and other innovative solutions to the nursing shortage may be identified, refined, and expanded to best meet the needs of students, nursing, and today's healthcare environment.