Abstract
The Study of Teaching and Learning in Accelerated Nursing Degree Programs explores how nurse educators are adapting their teaching practices for accelerated, second‐degree nursing program students. To provide findings on topics including instructional practices and the roles and attitudes of faculty, a web survey was administered to almost 100 staff members from schools of nursing that received grant and scholarship funds through the Robert Wood Johnson Foundation's New Careers in Nursing program for accelerated nursing students. The study revealed that nursing school faculty have positive perceptions of working with accelerated nursing students and that instructional approaches do not differ much between traditional and nursing students. At the same time, the factors described as most predictive of accelerated nursing student success were noncognitive attributes such as motivation and commitment to the nursing profession; prior degrees in the science or health fields were not necessarily seen as predictive of the success of second‐degree students working toward an accelerated bachelor's or master's degree in nursing.
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