Original ArticleFrom Coach to Colleague: Adjusting Pedagogical Approaches and Attitudes in Accelerated Nursing Programs
Section snippets
Characteristics
On their accelerated programs fact sheet, the AACN (2011) depicts the accelerated nursing student as “motivated, older and with higher academic expectations than traditional entry-level nursing students.” At our own college of nursing, we have certainly found this characterization to be true. Table 1 provides an overview of the demographics of Seattle University's accelerated nursing applicant pool and accepted student cohorts for the academic years 2009 through 2011. A robust and ethnically
Professional Formation
Becoming a nurse is much more than mastering clinical theory and tasks; it is also the transformation into the role of professional nurse. In their book, Educating Nurses: A Call for Radical Transformation, Benner, Sutphen, Leonard, and Day (2010) identify major themes from senior nursing student stories that served a role in their formation as nurses. It has been our observation that some of these themes, such as treating a patient as a person rather than an object of care, the ability to
Conclusion
Accelerated programs are not only viable options for streamlined entry of well-qualified individuals into nursing and advanced practice nursing but are also increasing in number and popularity. In 2010, 13,605 students were enrolled in U.S. accelerated nursing programs; an increase of 123% or 7,515 students since 2004 (Walker et al., 2006). Educational options, such as the baccalaureate in a non-nursing field to the master's of science in nursing, provide a significant pathway directly to the
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