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

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

Research output: Contribution to journalArticle

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 languageEnglish (US)
Pages (from-to)214-218
Number of pages5
JournalNurse Educator
Volume36
Issue number5
DOIs
Publication statusPublished - Sep 2011

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ASJC Scopus subject areas

  • Education
  • Fundamentals and skills
  • LPN and LVN
  • Review and Exam Preparation

Cite this

Driessnack, M., Mobily, P., Stineman, A., Montgomery, L. A., Clow, T., & Eisbach, S. (2011). We are different: Learning needs of accelerated second-degree nursing students. Nurse Educator, 36(5), 214-218. https://doi.org/10.1097/NNE.0b013e3182297c90