University of Wisconsin-Eau Claire, Eau Claire, WI 54702-4004, USA.
J Nurs Educ. 2013 Jul;52(7):377-82. doi: 10.3928/01484834-20130613-02. Epub 2013 Jun 13.
The number of accelerated second baccalaureate degree nursing (ASBSN) programs has mushroomed over recent decades, with more than 225 currently in existence. Scholars have described students and programs, but research examining the faculty experience is limited. The purpose of this study was to describe the experiences and emotions of faculty teaching students in ASBSN programs. Using a descriptive qualitative survey design, faculty (N = 138) from 25 randomly selected programs in 11 midwestern states were surveyed using an instrument developed for this study and distributed online. Ten themes emerged, including (a) Engaging With Motivated, Mature, and Diverse Students, (b) Students Choosing Nursing for the "Wrong Reasons," (c) Too Much Work, Too Little Time for Students and Faculty, (d) Amazement, (e) Pride, and (f) Frustration. These findings will help novice and seasoned ASBSN faculty interpret their experiences, strengthen precepting and mentoring activities, and support administrators in determining staffing plans and designing ASBSN programs.
近年来，加速第二学士学位护理（ASBSN）课程的数量迅速增加，目前已有超过 225 门课程。学者们已经描述了学生和课程，但对教师在 ASBSN 课程中的经验进行的研究有限。本研究的目的是描述教授 ASBSN 课程的教师的经验和情感。研究人员采用描述性定性调查设计，对来自中西部 11 个州的 25 个随机选择的项目中的 138 名教师进行了调查，使用的是为本研究开发的工具，并在网上分发。研究结果确定了 10 个主题，包括：（a）与有动力、成熟和多样化的学生接触；（b）学生选择护理的“错误原因”；（c）学生和教师的工作量大，时间太少；（d）惊讶；（e）自豪；（f）沮丧。这些发现将帮助新手和经验丰富的 ASBSN 教师理解他们的经验，加强辅导和指导活动，并支持管理人员确定人员配备计划和设计 ASBSN 课程。
