About the Authors Gretchen Wiersma, DNP, RN, CPN, CNE, CHSE, is an assistant professor, George Washington University School of Nursing, Ashburn, Virginia. Catherine Wilson Cox, PhD, RN, CEN, CNE, is an associate professor, George Washington University School of Nursing, Ashburn, Virginia. Angela M. McNelis, PhD, RN, CNE, FAAN, ANEF, is a professor and associate dean for scholarship, innovation & clinical science, George Washington University School of Nursing, Washington, DC. Mary Jean Schumann, DNP, MBA, RN, CPNP, FAAN, is an associate professor, George Washington University School of Nursing, Washington, DC. Joyce Maring, EdD, DPT, is chair and associate professor, Department of Health, Human Function, and Rehabilitation Sciences, George Washington University School of Medicine and Health Sciences, Washington, DC. This project is supported by the Health Resources and Services Administration (HRSA) of the US Department of Health and Human Services (HHS) under Grant Number UF1HP26982 and title "Nurse Education, Practice, Quality and Retention (NEPQR) Program: Veterans Bachelor of Science in Nursing Degree." This information or content and conclusions are those of the authors and should not be constructed as the official position or policy of nor should any endorsement be inferred by HRSA, HHS, or the US Government. For more information, contact Dr. Wiersma at
Nurs Educ Perspect. 2021;42(3):165-167. doi: 10.1097/01.NEP.0000000000000673.
Student veterans enrolled in nursing programs often experience challenges transitioning to higher education environments. This study investigated faculty perspectives regarding the strengths and challenges of student veterans in an accelerated bachelor's of science in nursing program; faculty (N = 21) participated in focus groups. Four themes emerged: No Man Left Behind, Acclimating to the Higher Education Environment, Not Wanting to Be Different, and Professionalism/Maturity. Faculty perceived student veterans possess strengths and approaches to learning different from students without a military background. Integrating these strengths into the curriculum, with strategies such as team-based learning and group assignments, will leverage their skills and facilitate academic success.
在校的退伍军人在注册护理项目时经常会面临向高等教育环境过渡的挑战。本研究旨在调查教员对于在加速护理学士课程中的退伍军人学生的优势和挑战的看法；教员（N=21）参加了焦点小组讨论。研究结果主要有四个主题：一个都不能少，适应高等教育环境，不想与众不同，以及专业精神/成熟度。教员认为退伍军人学生具有不同于没有军事背景的学生的学习优势和方法。将这些优势融入课程中，采用团队学习和小组作业等策略，可以利用他们的技能并促进学业成功。
