Brandt Cheryl L, Boellaard Melissa R, Zorn CeCelia R
J Nurs Educ. 2015 May;54(5):241-7. doi: 10.3928/01484834-20150417-01.
Although accelerated second baccalaureate degree in nursing (ASBSN) programs are growing, little is known about how faculty help ASBSN students to learn.
In this descriptive qualitative study, faculty in 25 ASBSN programs in 11 midwestern states were asked to describe factors about their teaching. These focused on a comparison with traditional education and an in-depth examination of teaching strategies.
Faculty (N = 129) responded to six open-ended questions on the online survey; a thematic analysis resulted in 24 themes. Themes included Appreciate the Adult Learner With Previous Experiences; Connect Students With Structured Professional Activities; Role Model Professional Learning; and I Like It, I Love It, I Enjoy the Challenge of It.
Because findings are from the faculty perspective, they enhance understanding of this teaching experience. Implications for faculty development and further research are included.
尽管护理学加速第二学士学位（ASBSN）项目不断增加，但对于教师如何帮助ASBSN学生学习却知之甚少。
在这项描述性定性研究中，来自中西部11个州的25个ASBSN项目的教师被要求描述其教学相关因素。这些因素侧重于与传统教育的比较以及对教学策略的深入研究。
129名教师回复了在线调查中的六个开放式问题；主题分析得出了24个主题。主题包括“欣赏有过往经历的成年学习者”；“将学生与结构化专业活动联系起来”；“职业学习的榜样”；以及“我喜欢它，我爱它，我享受其中的挑战”。
由于研究结果是从教师的角度得出的，它们增进了对这种教学体验的理解。其中还包括对教师发展和进一步研究的启示。
