We are different: Learning needs of accelerated second-degree nursing students

Martha Driessnack; Paula Mobily; Anita Stineman; Lou Ann Montgomery; Toni Clow; Shelly Eisbach

doi:10.1097/NNE.0b013e3182297c90

We are different: Learning needs of accelerated second-degree nursing students

Martha Driessnack, Paula Mobily, Anita Stineman, Lou Ann Montgomery, Toni Clow, Shelly Eisbach

School of Nursing

Research output: Contribution to journal › Review article › peer-review

7 Scopus citations

Abstract

In this study, the authors explored the perceptions of effective teaching-learning strategies from the perspective of graduates of a second-degree prelicensure nursing program. Data were collected using interviews and analyzed using qualitative description. Seven themes were identified. These findings provide a unique perspective in identifying teaching strategies for use with these students and may provide insight and direction to others who have considered or are considering second-degree prelicensure programs.

Original language	English (US)
Pages (from-to)	214-218
Number of pages	5
Journal	Nurse Educator
Volume	36
Issue number	5
DOIs	https://doi.org/10.1097/NNE.0b013e3182297c90
State	Published - 2011

ASJC Scopus subject areas

General Nursing
Education
Fundamentals and skills
LPN and LVN

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Cite this

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abstract = "In this study, the authors explored the perceptions of effective teaching-learning strategies from the perspective of graduates of a second-degree prelicensure nursing program. Data were collected using interviews and analyzed using qualitative description. Seven themes were identified. These findings provide a unique perspective in identifying teaching strategies for use with these students and may provide insight and direction to others who have considered or are considering second-degree prelicensure programs.",

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AU - Eisbach, Shelly

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AB - In this study, the authors explored the perceptions of effective teaching-learning strategies from the perspective of graduates of a second-degree prelicensure nursing program. Data were collected using interviews and analyzed using qualitative description. Seven themes were identified. These findings provide a unique perspective in identifying teaching strategies for use with these students and may provide insight and direction to others who have considered or are considering second-degree prelicensure programs.

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We are different: Learning needs of accelerated second-degree nursing students

Abstract

ASJC Scopus subject areas

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