Transcript of Ferris State University Stephanie Mansfield Are accelerated nursing programs effective?
- Slide 1
- Slide 2
- Ferris State University Stephanie Mansfield
- Slide 3
- Are accelerated nursing programs effective?
- Slide 4
- With the impending nursing shortage we are seeing more and more
non traditional students choosing nursing as their field of study.
Most of these programs are accelerated in nature. This presentation
is going to focus on the research regarding the accelerated nursing
programs and how the students and graduates thereof perform in the
clinical setting once employed.
- Slide 5
- Accelerated Program : A Bachelors of Science program that can
be completed in 12-18 months. Students are non traditional, usually
already employed and possibly have a bachelors degree in another
field. Traditional Program : Bachelors degree is obtained over the
course of a four year period. Students are typically right out of
high school and do not have a previous degree or employment in
their field of study. (Korvick,, Wisener, 2008)
- Slide 6
- According to Cangelosi and Whitt, The first accelerated
second-degree program in the United Sates was a one-year program
offered by Saint Louis University in 1971. Since that time these
programs have been on the rise with 10 programs offered across the
United States in 1998 to more than 133 currently. (Cangelosi,
Whitt, 2005)
- Slide 7
- Why accelerated learning? The demand for accelerated programs
has only increased in recent years due in part to high unemployment
rates, those looking to make a change in their lives or career path
and even September 11 th has been cited as a reason for the
increase due to others wanting to make a difference in peoples
lives. (Cangelosi, Whitt, 2005)
- Slide 8
- Abraham Maslow developed a theory of human needs to articulate
that All people want to be the best that they can possibly be.
(Alligood, Tomey, 2010, p. 540) We can see how this theory comes
into play with accelerated learning. When a person becomes
motivated to make a change in their life and those around them they
are taking the steps to move toward self-actualization the highest
point in Maslows pyramid.
- Slide 9
- Modeling and Role-Modeling Theory Helen C. Erickson Evelyn M.
Tomlin Mary Ann P. Swain While the major concepts of this model
focus on nursing as a whole we can apply to those seeking to
further their education by simple observance. Students or nurses
may see their coworkers modeling a behavior, or mastering the task
of an accelerated program, work, and inadvertently become not only
a role model but the very inspiration for many to return to school.
(Alligood, Tomey, 2010, p. 541) Major Concepts: Modeling- The art
of modeling is the development of a mirror image of the situation
from the clients perspective Role-Modeling- Role-Modeling is the
essence of nurturance, it requires an unconditional
acceptance.
- Slide 10
- Positives: Early exposure to clinical experiences and clinical
time. Maturity due to many students having previous careers
Flexibility due to the rapidly changing environment of an
accelerated program Independence and time- management are
facilitated through accelerated learning (Oermann, 2010) Concerns:
Critical Thinking not enough time to synthesize information Life
financial, emotional, physical, employment, families (Oermann,
2010) (Caldwell, Tenofsky, and Nugent 2010)
- Slide 11
- The accelerated program outcome measures are the same as
traditional programs therefore making it possible to compare
outcomes. Percentile scores on the NLN exams are 10 to 25 points
higher for accelerated, second-degree cohorts than for traditional
students. It is thought that academic immersion provides a strong
theoretical foundation for the accelerated second-degree student.
(Caldwell, Tenofsky, and Nugent, 2010)
- Slide 12
- Bachelors degree becoming a requirement at most institutions
Encouragement to earn bachelors degree in ten years or less
Management positions requiring at least a Bachelors of Science in
Nursing degree Impending nursing shortage
- Slide 13
- Provide more opportunity for critical thinking development Be
aware of possible safety issues Time constraints
- Slide 14
- The question of issue was Are accelerated nursing programs
effective. I feel that through the research we can conclude that
these programs are effective. Naturally there are areas to improve
as there are in any field but accelerated learning is a viable
option for those who are currently employed and seeking to further
their education in the most efficient and swift method as
possible.
- Slide 15
- Alligood, M. R., & Tomey, A. M. (2010). Nursing theorist
and their work (7th ed.). Maryland Heights, Missouri: Mosby
Elsevier. Caldwell, L. M., Tenofsky, L. M., & Nugent, E. (2010,
September/ October). Academic and clinical immersion in an
accelerated nursing program to foster learning in the adult
student. Nursing Education Perspectives, 31, 294-297. Cangelosi, P.
R., & Whitt, K. J. (2005, March/ April). Accelerated nursing
programs what do we know. Nursing Education Persepctives, 26.
Retrieved from http:// www.cinahl.com/ cgi- bin/
refsvc?jid=2239&accno=2005104238. Korvick, L. M., MS, RN, CNE.,
Wisener, L. K., MS, RN., Loftis, L. A., MSN, RN., & Williamson,
M. L., PhD, RN, CNE. (2008, March). Comparing the academic
performance of students in traditional and second-degree
baccalaureate programs. Journal of Nursing Education, 47, 139-141.
doi:10.3928/ 01484834-20080301-10 Oermann, M. H., PhD, RN, FAAN,
ANEF., Poole-Dawkins, K., MSN, RN, PMHCNS-BC., Alvarez, M. T., MSN,
RN, PMHCNS-BC., Foster, B. B., PhD, RN, MN, MPH., & OSullivan,
R., EdD. (2010, November). Managers perspectives of new graduates
of accelerated nursing programs: how do they compare with other
graduates? The Journal of Continuing Education in Nursing, 41,
394-400. doi:10.3928/ 00220124-20100601-01 Pepa, C. A., RN, PhD.,
Brown, J. M., RN, PhD., & Alverson, E. M., RN, MSN, FNP. (1997,
January). A comparison of critical thinking abilities between
accelerated and tratitional baccalaureate nursing students. Journal
of Nursing Education, 36, 46-48.