Journal of Professional Nursing
This study examined stressors and resources for nursing students in an accelerated program. The research questions asked what the stressors and coping strategies are for accelerated option students. It also asked which learning strategies help or hinder accelerated option students in meeting the program objectives. The sample included students from an accelerated nursing program in an urban Midwestern university school of nursing. Participants completed a quantitative questionnaire and an interview. Findings suggested that nearly half of the students preferred the lecture format for classroom presentations. Clinical experiences were perceived as the most important component of the program. Resources included peers, family, and faculty. In understanding the stressors experienced by accelerated option students and the preferred learning strategies, the institution of nursing education may assist faculty to facilitate learning. This study forms the foundation for a second study exploring the differences in perceptions of accelerated students and the nursing faculty.
NOTICE: this is the author’s version of a work that was accepted for publication in Journal of Professional Nursing. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of Professional Nursing, 24, 2, April 2008] DOI#10.1016/j.profnurs.2007.06.017
Weitzel, Marilyn L. and McCahon, Cheryl P., "Stressors and Supports for Baccalaureate Nursing Students Completing An Accelerated Program" (2008). Nursing Faculty Publications. 43.