Accelerated Nursing Students and Ethics


             Studies done with accelerated nursing students have found that this cohort of students is not only tech-savvy, experienced, and mature, but also exhibit generational differences than their faculty (Bowie & Camacho Carr, 2013). Cangelosi and Moss (2010) found two emerging themes from the faculty in accelerated nursing programs. The faculty felt as if they had to be at the top of their game to teach in accelerated programs because of the students’ level of intelligence, maturity, and lack of fear in questioning authority. Moreover, the faculty felt there was limited time for teaching accelerated students to think like nurses and socialize them into nursing (Cangelosi & Moss, 2010). The focus on accelerated programs in my study was critical because the number of accelerated programs continues to grow quickly in the United States (American Association of Colleges of Nursing [AACN], 2014).
 
The first accelerated nursing program, offered by St. Louis University in 1971, was developed in response to the nursing shortage (Nugent & LaRocco, 2014). Over
the years, nurses have been socialized while students to transform into competent professionals through the utilization of classroom and clinical experiences. This transformation has included not only skill attainment and relevant knowledge, but the indoctrination of values as well. In 1971, the development of an accelerated program had to be a highly unusual occurrence, considering that nursing was just beginning to move from a school apprenticeship training model to a university model (Lindeman, 2000).
By 1988, the number of accelerated programs was at 10, increasing to 246 by the fall of 2011 (Nugent & LaRocco, 2014). The AACN (2013) has estimated that 33 new accelerated baccalaureate programs are currently in the planning stages. The AACN fact sheet (2011) depicts a typical second-degree accelerated nursing student as “motivated, older, and has higher academic expectations than traditional entry-level nursing students.” This profile of an over-achiever and energetic learner lends itself to highlight both the advantages and disadvantages of students being trained in accelerated programs.
Overall, the AACN (2015) has stated that accelerated nursing students excel in class, are eager to learn clinical skills, and are prized by nurse employers. Accelerated students bring both diversity and richness from a wide array of professional backgrounds that lend itself to both experience and maturity (Bowie & Camacho Carr, 2013). Accelerated nursing program graduates are most often solid clinicians able to pass the National Council Licensure Examination for Registered Nurses (NCLEX-RN) on the first attempt (AACN, 2013).
So is it possible to educate accelerated students quickly in the quest to be nurses?  If we are able to teach them the skills and knowledge they need to be competent practitioners, do we have the time to teach them how to practice ethically as well?  Is an accelerated program enough time to bring these students into the culture of nursing?  Does anyone else worry about this matter?  As always I welcome feedback and comments.  I would love to hear from other educators. 
References
American Association of Colleges of Nursing (AACN). (2011). Fact sheet: Accelerated baccalaureate and master’s degrees in nursing. Retrieved from http://www.aacn. nche.edu/media/factsheets/acceleratedprog.htm
American Association of Colleges of Nursing (AACN). (2002, last update January 1, 2013). Leading initiatives. Accelerated Programs: The Fast Track to Careers in Nursing. Retrieved from http://www.aacn.nche.edu/publications/issue-bulletin- accelerated-programs
American Association of Colleges of Nursing (AACN). (2011, last update January 1, 2014). Fact sheet: Accelerated baccalaureate and master’s degrees in nursing. Retrieved from http://www.aacn.nche.edu/media-relations/AccelProgsGlance.pdf
American Association of Colleges of Nursing (AACN). (2015). Fact Sheet: Accelerated Entry-Level Baccalaureate and Master’s Degrees in Nursing. Retrieved from http://www.aacn.nche.edu/media-relations/fact-sheets/accelerated-programs
Bowie, B. H., & Camacho Carr, K. (2013). From coach to colleague: Adjusting pedagogical approaches and attitudes in accelerated nursing programs. Journal of Professional Nursing, 29(6), 395-401.
Cangelosi, P. R., & Moss, M. M. (2010). Voices of faculty of second-degree baccalaureate nursing students. (2010). Journal of Nursing Education, 49(3), 137-142.
Lindeman, C. A. (2000). Nursing’s socialization of nurses. Creative Nursing, 6(4), 3.
Nugent, E., & LaRocco, S. (2014). Comprehensive review of an accelerated nursing program: A quality improvement project. Dimensions of Critical Care Nursing, 33(4), 226-232.
Siciliano McLaughlin, M. A. (2016). The Experience of Accelerated Nursing Program Graduates Utilizing Ethics in Their Nursing Practice. Retrieved from Pro Quest LLC. (10195870). 

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