Journal of Nursing Education

The articles prior to January 2012 are part of the back file collection and are not available with a current paid subscription. To access the article, you may purchase it or purchase the complete back file collection here

Major Articles 

Accelerated Second-Degree Baccalaureate Nursing Programs: What Is the Significance of Clinical Instructors?

Pamela R. Cangelosi, PhD, RN, CNE

  • Journal of Nursing Education. 2007;46(9)
  • Posted September 1, 2007

Abstract

ABSTRACT

Accelerated second-degree nursing programs are a popular method of entry into nursing for many individuals beginning a second career in nursing. Using a hermeneutic phenomenological approach, this study analyzed the experiences of 19 accelerated second-degree baccalaureate nursing graduates to understand how their student experiences best prepared them for nursing practice after graduation. The significance of clinical instructors to students’ development as nurses was revealed in the data analysis and identified in the theme, Blending Practice and Pedagogy. This article describes the implications of this theme for both accelerated second-degree nursing programs and faculty recruitment and retention.

AUTHOR

Received: June 23, 2006

Accepted: October 20, 2006

Dr. Cangelosi is Assistant Professor, College of Health and Human Services, School of Nursing, George Mason University, Fairfax, Virginia.

Address correspondence to Pamela R. Cangelosi, PhD, RN, CNE, Assistant Professor, George Mason University, College of Health and Human Services, 4400 University Drive, MS 3C4, Fairfax, VA 22030-4444; e-mail: pcangelo@gmu.edu.

Abstract

ABSTRACT

Accelerated second-degree nursing programs are a popular method of entry into nursing for many individuals beginning a second career in nursing. Using a hermeneutic phenomenological approach, this study analyzed the experiences of 19 accelerated second-degree baccalaureate nursing graduates to understand how their student experiences best prepared them for nursing practice after graduation. The significance of clinical instructors to students’ development as nurses was revealed in the data analysis and identified in the theme, Blending Practice and Pedagogy. This article describes the implications of this theme for both accelerated second-degree nursing programs and faculty recruitment and retention.

AUTHOR

Received: June 23, 2006

Accepted: October 20, 2006

Dr. Cangelosi is Assistant Professor, College of Health and Human Services, School of Nursing, George Mason University, Fairfax, Virginia.

Address correspondence to Pamela R. Cangelosi, PhD, RN, CNE, Assistant Professor, George Mason University, College of Health and Human Services, 4400 University Drive, MS 3C4, Fairfax, VA 22030-4444; e-mail: pcangelo@gmu.edu.

ABSTRACT

Accelerated second-degree nursing programs are a popular method of entry into nursing for many individuals beginning a second career in nursing. Using a hermeneutic phenomenological approach, this study analyzed the experiences of 19 accelerated second-degree baccalaureate nursing graduates to understand how their student experiences best prepared them for nursing practice after graduation. The significance of clinical instructors to students’ development as nurses was revealed in the data analysis and identified in the theme, Blending Practice and Pedagogy. This article describes the implications of this theme for both accelerated second-degree nursing programs and faculty recruitment and retention.

AUTHOR

Received: June 23, 2006

Accepted: October 20, 2006

Dr. Cangelosi is Assistant Professor, College of Health and Human Services, School of Nursing, George Mason University, Fairfax, Virginia.

Address correspondence to Pamela R. Cangelosi, PhD, RN, CNE, Assistant Professor, George Mason University, College of Health and Human Services, 4400 University Drive, MS 3C4, Fairfax, VA 22030-4444; e-mail: pcangelo@gmu.edu.

Sign up to receive

Journal E-contents