Accelerated Second-Degree Bachelor of Science in Nursing Graduates' Transition to Professional Practice.

BACKGROUND: Few studies have investigated accelerated second baccalaureate degree nursing program (ASBSN) graduates' transition to practice. METHOD: ASBSN graduates (N = 7) were interviewed within 12 to 15 months of graduation about their transition to practice. Using interpretive description, data were analyzed to identify common themes. RESULTS: Eleven themes emerged, including (a) Intense Situations Evoked Strong Emotions, (b) Patient Safety Was Paramount as I Built Confidence, (c) Being on My Own Was Frightening, and (d) The ASBSN Program Mirrored the Intensity of Real-Life Nursing and Helped Me Transition to Practice. CONCLUSION: ASBSN graduates' transition shared similarities with traditional baccalaureate nursing program graduates. They experienced stress, needed support, and contributed to the health care team as they gained confidence. The intensity of the interviewees' ASBSN program prepared them for real-life nursing practice. Graduates' accounts of their transition should persuade staff development professionals to plan postorientation development that considers previous education, work experience, and potential for organizational leadership. J Contin Educ Nurs. 2017;48(1):14-19.

Faculty to faculty: advice for educators new to teaching in accelerated second baccalaureate degree nursing programs.

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.].

The faculty voice: teaching in accelerated second baccalaureate degree nursing programs.

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. RESULTS: Faculty (N = 129) responded to six open-ended questions on the online survey; a thematic analysis resulted in 24 themes. Themes included Appreciate the Adult Learner With Previous Experiences; Connect Students With Structured Professional Activities; Role Model Professional Learning; and I Like It, I Love It, I Enjoy the Challenge of It. CONCLUSION: Because findings are from the faculty perspective, they enhance understanding of this teaching experience. Implications for faculty development and further research are included.

Experiences and emotions of faculty teaching in accelerated second baccalaureate degree nursing programs.

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. Using a descriptive qualitative survey design, faculty (N = 138) from 25 randomly selected programs in 11 midwestern states were surveyed using an instrument developed for this study and distributed online. Ten themes emerged, including (a) Engaging With Motivated, Mature, and Diverse Students, (b) Students Choosing Nursing for the "Wrong Reasons," (c) Too Much Work, Too Little Time for Students and Faculty, (d) Amazement, (e) Pride, and (f) Frustration. These findings will help novice and seasoned ASBSN faculty interpret their experiences, strengthen precepting and mentoring activities, and support administrators in determining staffing plans and designing ASBSN programs.

Study of older adults' use of self-regulation for COPD self-management informs an evidence-based patient teaching plan.

PURPOSE: People with chronic obstructive pulmonary disease (COPD) have frequent hospitalizations and emergency department visits, often due to COPD exacerbations which worsen disease status. Recognizing exacerbations is challenging; patients must distinguish between day-to-day COPD symptom variations and exacerbation symptoms. Self-regulation theory (Bandura, 1999) is useful for understanding symptom recognition, interpretation, and response. In this article a qualitative study of self-regulation use by 28 older adults with COPD (Brandt, 2005) is summarized. METHODS: Twenty-eight community-dwelling older adults were interviewed. Data were analyzed using the interpretive description method. RESULTS AND DISCUSSION: Informants used self-regulation behaviors in varying degrees. Most attended primarily to their breathing, comparing their usual degree of breathlessness and intensifying their everyday self-management practices if breathlessness worsened. CLINICAL RELEVANCE: A theory- and evidence-based COPD teaching plan for use by rehabilitation nurses is presented that includes attention to exacerbation recognition.