Simmons College, Boston, Massachusetts 02115, USA.
J Nurs Educ. 2010 Mar;49(3):150-5. doi: 10.3928/01484834-20100115-01. Epub 2010 Mar 5.
Accelerated nursing programs for college graduates have been graduating RNs since 1971. The question of how best to educate this cohort is a concern and even more of a priority because these students have different learning needs. Anecdotally, faculty know accelerated students tend to be challenging to teach. Administrators of nursing programs also are aware that some faculty prefers teaching this cohort and other faculty does not. This descriptive qualitative study collected data during focus groups using an open-ended interview guide. The focus groups consisted of accelerated second-degree nursing students. Participants identified six themes as best faculty practices: appreciate accelerated students as adult learners, communicate passion for the profession, challenge and motivate, practice while teaching and share their experiences, support accelerated students, and use varied teaching styles.
自 1971 年以来，大学毕业生的加速护理课程一直在培养注册护士。如何最好地教育这一群体是一个关注点，甚至是一个更优先的事项，因为这些学生有不同的学习需求。据传闻，教师们知道加速学习的学生往往很难教。护理项目的管理人员也意识到，一些教师喜欢教授这个群体，而另一些教师则不喜欢。这项描述性定性研究在焦点小组中使用开放式访谈指南收集数据。焦点小组由加速护理第二学位的学生组成。参与者确定了六项最佳教师实践主题：欣赏加速学习的学生作为成人学习者，对专业充满热情地交流，挑战和激励，在教学中实践并分享经验，支持加速学习的学生，以及使用多种教学风格。
