Learning Impact of Armed Forces Medical Background on Military Nursing Students in an Accelerated Bachelor of Science in Nursing Program.

ABSTRACT: The study examined differences between military students enrolled in an accelerated bachelor of science in nursing (BSN) program with and without medical experience and/or a previous bachelor's degree on graduation grade point average (GPA) and NCLEX®-RN first-time pass rates. Significant differences were found between groups with/without military medical experience on NCLEX-RN, but not graduation GPA. Significant differences were found between groups with/without prior degree on GPA, but not on NCLEX-RN. Having both medical experience and a prior degree did not make a difference on GPA or NCLEX-RN. Findings offer guidance on admission criteria to accelerated programs for this unique group of students.

A Veterans' Bachelor of Science in Nursing Initiative: Ten Valuable Tips.

ABSTRACT: This article describes a funded grant project whereby 10 tips are shared for those considering starting a veterans' bachelor of science in nursing initiative: secure the support of the institution; establish a point person for the initiative; maximize student success resources; acknowledge past academic work and military experience; hire prior-service Armed Forces Nurse Corps officers as faculty; deliver training opportunities for nonmilitary faculty to learn about veterans; offer students the opportunity to learn and socialize with their noncivilian peers; capitalize on the assets veterans bring to the classroom; provide a structured learning environment; and generate data-based publications.

Facilitators and challenges to military undergraduate nursing student success.

BACKGROUND: Understanding the broader community of educators and programs involved in the education of military nursing students (MNSs) is needed to develop best practices that support their academic success. PURPOSE: The purpose of this study was to 1) identify factors nursing faculty perceived would facilitate and/or challenge the success of MNSs when transitioning to and progressing through baccalaureate nursing programs, and 2) ascertain successful strategies used in teaching and working with these students. METHODS: A descriptive survey research design was used to collect data from faculty at 26 schools of nursing that received federal funding to support the transition of veterans to a career in nursing. Quantitative and qualitative data were collected, analyzed, and integrated via descriptive statistics and content analysis. RESULTS: The survey was completed by 88 faculty from 19 of the 26 schools. The top four categories for both the facilitators and challenges, based on Jeffreys' (2015) NURS Model, were student affective characteristics, student profile characteristics, professional integration factors, and environmental factors. Programmatic factors were the most commonly cited success strategies, including having culturally competent, knowledgeable, and designated faculty and staff for MNSs. CONCLUSION: Developing evidence-based strategies to use in teaching and advising MNSs ideally will ensure their academic success.

Faculty Perceptions in Facilitating Success for Accelerated BSN Student Veterans.

ABSTRACT: Student veterans enrolled in nursing programs often experience challenges transitioning to higher education environments. This study investigated faculty perspectives regarding the strengths and challenges of student veterans in an accelerated bachelor's of science in nursing program; faculty (N = 21) participated in focus groups. Four themes emerged: No Man Left Behind, Acclimating to the Higher Education Environment, Not Wanting to Be Different, and Professionalism/Maturity. Faculty perceived student veterans possess strengths and approaches to learning different from students without a military background. Integrating these strengths into the curriculum, with strategies such as team-based learning and group assignments, will leverage their skills and facilitate academic success.

Military nursing: A primer for new recruits.

This article offers an overview of military nursing and provides three examples that illustrate how nurses can advance their careers within each service.

Transition to Practice Experiences of New Graduate Nurses From an Accelerated Bachelor of Science in Nursing Program: Implications for Academic and Clinical Partners.

BACKGROUND: This study explored the transition to practice experiences of new graduate nurses and the effects of their education on their readiness to practice. METHOD: This phenomenological study used two focus groups to gain an in-depth understanding of the lived experiences of these graduate nurses during their first year of practice, their perceptions of the effectiveness of their academic experience in preparing them for professional nursing practice, and clinical agency support. RESULTS: Three themes emerged from the focus group analysis: Practice Readiness, Work-Related Environmental Influences, and Being a Nurse. CONCLUSION: This study provides insight into the key issues surrounding the transition process experienced by new nurses and suggests ways to educate and successfully transition them into professional practice. Information gained from this study provides a beginning evidence base for other educators in both the academic and clinical settings interested in supporting successful transition to practice for new graduate nurses. [J Contin Educ Nurs. 2020;51(9):433-440.].