Vicki Brzoza RN, MSN, MBA, CCRN Nurse Educator Thomas Edison State College/Capital Health Denise Tate EdD, APRN-BC Associate Dean Undergraduate Nursing Programs Thomas Edison State College
Recognize the need for the Accelerated Baccalaureate Prepared Nurse List at least 3 adult learner strategies utilized in the Accelerated Nursing program Identify rationales as to why the Accelerated Baccalaureate Nursing Student is better prepared for the future health care client 2
Institute of Medicine (IOM) and the Robert Wood Johnson Foundation s report (2010) Best candidate for nurse = BSN Goal by 2020 = 80% BSN Prepared Nurses Journal of American Medical Association (JAMA, 2003) 5% decrease in deaths and complications with 10% increase in BSN RN s 3
Nursing Shortage 55% of the RN work force at 50 years old and older (2013) Some working RN s resistant to further education Bureau of Labor Statistics projected need by 2018 580,000 new & replacement RN s 4
The Challenge Needed quick route to produce competent RN s Creative strategy in nursing education was the development of ABSN degree programs for nonnurses who hold an undergraduate degree in another discipline RN 5
Handle More Complex Situations Shorter hospital stays Critical Decisions More acute clients Primary Care Community Education Prevention 6
Magnet Hospitals High Quality Nurses Provide a High Standard of Care Magnet Hospital 7
Fulfill the mission of the 80% BSN RN s by the year 2020 RN to BSN programs both online and on-ground Accelerated Programs have had tremendous growth over the last 15 years Number of ABSN programs outpaces all other entry level nursing programs We Need more Nurses! 8
Generally older Excel in Class and Clinical Quick Studies Come from a variety of backgrounds Life experiences enrich their nursing Want to know what they need to know 9
Known as the Father of Adult Learning Theory American Educator Andragogy is the art and science of adult learning Made six assumptions about the characteristics of the adult learner. 10
1. The Learner s Need to Know 2. The Learner s Self Concept 3. The Learner s Past Experiences 4. The Learner s Readiness to Learn 5. The Learner s Orientation to Learning 6. The Learner s Motivation to Learn 11
Adult learners must understand the need to know something before they willingly learn it They want to know how they can apply it How it will help them meet their future goals 12
As a person matures self concept- moves from dependent to being self-directed Follow a path that allows them to take the best path to their desired goals Take responsibility for their own decisions and life choices 13
Adult learner experience is a source for future leaning Experiences (including mistakes) provide a foundation for learning activities Very different from the high school entry BSN students Have a rich history of prior learning in which they can draw on 14
Eager to learn new things Connected to the developmental tasks of their social roles Most interested in learning new things that have immediate impact to their work or social life Must know why they are learning How they can use it Must be able to apply it right away 15
Adult learners perspective shifts from one of postponed applications to wanting to immediate application Orientation to learning shifts toward problem centered rather than content-oriented Can relate through real life examples or situations content oriented problem centered 16
Adult learners are responsive to some external factors (i.e. better jobs, increase in salaries, etc.) Internal desires are the strongest forces (i.e. self esteem, self satisfaction, better quality of life) Adult learners need to provide input and allowed to be involved in the planning of their instruction. 17
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Have higher academic expectations Committed to their studies Actively engaged Not afraid to challenge their instructors Competitive Maintain high grade point averages Accelerated format is a motivator for them 19
Set clear expectations Provide multiple forms of feedback Respect learner roles and life experiences Offer a variety of forms of learner support Hybrid courses Flip the classroom Provide Simulation Labs Offer Clinical in a variety of practice settings 20
Better prepared academically and socially Previous knowledge of a baccalaureate program Graduate ready to critically think Able to utilize previous knowledge with new knowledge Most pass the National Council Licensure Examination on first attempt A year of intense learning without lengthy inbetween breaks 21
Graduates who actively seek employment, usually find a job within 6 months of passing NCLEX Valued by Employers They have a track record for success Possess an understanding of the work world Evidenced through growing number of partnerships Some offer tuition scholarships in return for a commitment to work 22
Future of nursing will not always be in the hospital setting First glance, ABSN s lack skills or critical thinking ability Self-directed people who are genuinely motivated to become good care givers Are prepared to promote wellness, care for clients and educate in a variety of settings 23
ABSN prepared RN s bring a plethora of knowledge, experience and energy to the nursing workforce Accelerated degree programs is the answer to meet the demand to produce more qualified RN s to fill the projected shortage The ABSN prepared RN has a proven record! 24
Aiken, L. (2010). Nursing education policy priorities. Paper commissioned by the Committee on the RWJF Initiative on the Future of nursing, at the IOM. Aiken, L. (2014). Baccalaureate nurses and hospital outcomes: More evidence. Medical Care, 52(10), 861-863. Aiken, L.H., Clarke, S.P., Cheung, R.B., Sloane, D.M., & Silber, J.H. (2003). Educational levels of hospital nurses and surgical patient mortality. JAMA, 290(12), 1617-1623. American Association of Colleges of Nursing. (2010). Accelerated programs: The fast-track to careers in nursing. Journal of Professional Nursing, Issue Bulletin. American Association of Colleges of Nursing. (2013). 2012-2013 Enrollment and graduations in baccalaureate and graduate programs in nursing. Washington, DC. Budden, J., Zhong, E., Moulton, P., and Cimiotti, J. (2013). Highlights of the national workforce survey of registered nurses. Journal of Nursing Regulation, 4(2), 5-13. Cangelosi, P. & Whitt, K. (2005). Accelerated nursing programs: What do we know? Nursing Education Perspectives, 26(2), 113-116. Institute of Medicine. (2010). The future of nursing: Leading change, advancing health. Washington, DC: National Academies Press. Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass. Kovner, C., Brewer, C., Yingrengreung, S., & Fairchild, S. (2010). New nurses views of quality improvement education. Joint Commission Journal on Quality and Patient Safety 36(1), 29-35. Korvick, L., Wisener, L., Loftis, L., and Williamson, M. ( 2008). Comparing the academic performance of students in traditional and second-degree baccalaureate programs. Journal of Nursing Education 47(3), 139-141. Lindsey, P. (2009). Starting and accelerated baccalaureate nursing program: Challenges and opportunities for creative educational innovations. Journal of Nursing Education, 48(5), 279-281. U.S. Bureau of Labor Statistics. Employment Projections: 2012-22 News Release December 19, 2013 USDL-13-2393. Washington, DC. 25
Thank you for your time and attention 26