Graduate School of Health Sciences, Faculty of Medicine, Niigata University, 2-746 Asahimachi-dori, Chuo-ku, Niigata 951-8518, Japan.
Graduate School of Nursing Science, St. Luke's International University, 10-1 Akashi-cho, Chuo-ku, Tokyo 104-0044, Japan.
Nurse Educ Today. 2022 Apr;111:105275. doi: 10.1016/j.nedt.2022.105275. Epub 2022 Jan 25.
The first Accelerated Bachelor of Science in Nursing (ABSN) program with a two-year educational period in Japan was developed in a nursing university in Tokyo in 2017 (i.e., 2017-ABSN two-year program or designated as program 1) for individuals aiming to pursue nursing as a second career. It replaced program 2, the second-year bachelor's degree transfer program which is a three-year program implemented from 1997 to 2016. The original and currently on-going four-year undergraduate Bachelor of Science in Nursing (BSN) is designated as program 3.
To evaluate the 2017-ABSN two-year program from learners' perspective.
We used a case-control study design. As cases, the subjects were third-year bachelor's degree transfer students of program 1 at the nursing university in Tokyo. As controls, second-year bachelor's degree transfer students of program 2 and four-year undergraduate students of program 3 in the same university were given a questionnaire when they graduated. The survey items were grouped into five scales: (1) The education you are receiving, (2) Studying nursing, (3) Stress level, (4) The highest score on the national nursing examination practice test, and (5) The vocational commitment. The mean score of each item was calculated and comparisons were conducted using the Mann Whitney test.
Responses from 77 students (program 1), 23 students (program 2), and 133 students (program 3) were analyzed. The program 1 students had a significantly lower mean score on (1) The education you are receiving item "There is time for preparation and review" (p = 0.01). The program 1 students had a significantly lower score on (2) The studying nursing item "I can get the job (role) I want" (p = 0.01). The program 1 students had a significantly higher score on (4) The best score in the national nursing examination practice test (p = 0.01).
Shortening the academic period to two years in program 1 had no effect on the knowledge base of the students. However, the program 1 students had a significantly lower score in their identity as a nurse. It is often difficult to acquire a new nursing culture in a short period from a previous culture that has already been mastered. Educators need to fully understand the characteristics of learners and provide them with individualized and professional guidance to further improve their skills.
日本东京的一所护理大学于 2017 年开设了首个为期两年的加速护理科学学士（ABSN）课程（即 2017-ABSN 两年制课程或称为项目 1），旨在为希望从事护理工作的人提供第二次职业选择。该课程取代了项目 2，即从 1997 年至 2016 年实施的为期三年的大二学士学位转学分课程。原始且目前正在进行的四年制护理学理学学士（BSN）课程被指定为项目 3。
从学习者的角度评估 2017-ABSN 两年制课程。
我们使用病例对照研究设计。作为病例，研究对象为东京护理大学项目 1 的大三学士学位转学生。作为对照组，同一大学项目 2 的大二学士学位转学生和项目 3 的四年制本科生在毕业时接受了问卷调查。调查项目分为五个量表：（1）你正在接受的教育，（2）学习护理，（3）压力水平，（4）国家护理考试模拟考试的最高分数，和（5）职业承诺。计算每个项目的平均分，并使用曼-惠特尼检验进行比较。
共分析了 77 名学生（项目 1）、23 名学生（项目 2）和 133 名学生（项目 3）的回复。项目 1 学生在（1）“有准备和复习的时间”项上的平均得分显著较低（p=0.01）。项目 1 学生在（2）“我可以获得我想要的工作（角色）”项上的得分显著较低（p=0.01）。项目 1 学生在（4）国家护理考试模拟考试的最佳成绩项上的得分显著较高（p=0.01）。
将项目 1 的学习期限缩短至两年对学生的基础知识没有影响。然而，项目 1 的学生在护士身份方面的得分明显较低。从已经掌握的先前文化中，在短时间内获得新的护理文化通常很困难。教育工作者需要充分了解学习者的特点，并为他们提供个性化和专业的指导，以进一步提高他们的技能。
