Thoughts of College Graduates in a Nursing Baccalaureate Program

A Literature Review of Research on What Has Become of Accelerated Second-Degree Baccalaureate Nursing Graduates

BACKGROUND

Accelerated second-degree baccalaureate nursing (ASDBN) programs have become popular in the United States as a solution to meet the demand for BSN nurses. The research conducted on ASDBN graduates is limited and focuses on educational experience or early career outcomes, such as NCLEX-RN pass rates or first-year job performance.

AIM

This research is designed to provide a better understanding of the status of ASDBN graduates two years after completion of the BSN program.

METHOD

A literature review was conducted focusing on research into ASDBN graduates beyond their student experiences or early significant career events or outcomes.

RESULTS

Surprisingly, only two articles met the interest criteria used in this literature review.

CONCLUSION

There are clear and significant gaps in areas that examine ASDBN graduates beyond the immediate postgraduation period.

Teaching Experiences of Second Degree Accelerated Baccalaureate Nursing Faculty

Despite the extraordinary growth of accelerated second degree baccalaureate nursing programs, little research has been conducted about the experiences of faculty teaching these students. Using a hermeneutic phenomenological approach, this study explored the experiences of 14 accelerated second degree baccalaureate faculty from the eastern region of the United States. The data revealed that many faculty teaching second degree students feel unprepared and want guidance on how to teach these students, which was identified in the theme, Figuring It Out On My Own. This article describes this study and the implications of this theme for faculty recruitment and retention in accelerated second degree baccalaureate nursing programs.

Accelerated Second-Degree Baccalaureate Nursing Programs: What Is the Significance of Clinical Instructors?

Accelerated second-degree nursing programs are a popular method of entry into nursing for many individuals beginning a second career in nursing. Using a hermeneutic phenomenological approach, this study analyzed the experiences of 19 accelerated second-degree baccalaureate nursing graduates to understand how their student experiences best prepared them for nursing practice after graduation. The significance of clinical instructors to students' development as nurses was revealed in the data analysis and identified in the theme, Blending Practice and Pedagogy. This article describes the implications of this theme for both accelerated second-degree nursing programs and faculty recruitment and retention.

Voices of Graduates from Second-Degree Baccalaureate Nursing Programs

In response to the nursing shortage, second-degree accelerated nursing programs have proliferated in the past few years. Despite the popularity of these programs, little research has been conducted regarding the effectiveness of these programs in educating professional nurses in 12-18 months. This study explored the student experiences of accelerated second-degree nursing graduates to understand how these experiences best prepared them for practice after graduation. Using a hermeneutic phenomenological approach, 19 second-degree graduates from the mid-Atlantic region of the United States were interviewed face-to-face. Unstructured audiotaped interviews, in which participants were asked to relate an incident that they experienced as a second-degree accelerated nursing student that best prepared them for their current clinical position, were conducted. Data were analyzed utilizing van Manen's approach to human science research. The pattern, "Clearing a Path Toward Possibilities," was identified. Students described the faculty as integral to their success in overcoming barriers to move along a pathway toward their goals. Data suggested that pedagogies that incorporate the rich life and prior educational experiences of second-degree students are needed in accelerated nursing programs.