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SCHOOLS OF NURSING throughout the United States are challenged to meet the increased
demand for nurses in the workforce through the development of accelerated models of
nursing education. In planning baccalaureate programs for students who have previous
college degrees, it is important to understand how these students learn. ARE SECOND-
DEGREE STUDENTS MOTIVATED DIFFERENTLY THAN TRADITIONAL
STUDENTS IN GENERIC BSN PROGRAMS? DO THEY PREFER DIFFERENT
TEACHING METHODS?
Review of the Literature In 2006, the American Association of Colleges of Nursing reported
that there are 197 accelerated baccalaureate programs in the United States with numerous
accelerated programs in development (1). While the most dramatic increase in the number of
second-degree programs emerged in the last decade, such programs have been in existence
for more than 20 years. However, there is a scarcity of research pertaining to students in
second-degree programs and to program outcomes.
In 2005, Cangelosa and Whitt published a comprehensive review of the literature related to
accelerated nursing programs dating from 1988 (2). Their review of eight studies confirmed
that little research exists regarding second-degree students. The research that does exist
generally includes NCLEX-RN pass rates and data regarding employer satisfaction, job
positions, and curriculum development (2).
A study published by Vinal and Whitman in 1994 (3) addresses teaching methodologies for
second-degree BSN students. The authors reported that second-degree students possess a
significantly greater need for clinical competence than traditional BSN students. Further, they
concluded that second-degree students need to devote extensive preparation time to obtaining
clinical competency and focusing on essential elements of practice.
Since the Vinal and Whitman study was conducted, use of the Internet and the popularity of
online tools have significantly expanded possibilities for teaching methods. Therefore,
research pertaining to accelerated students' use of today's technology and contemporary
teaching methodologies is needed.
The anecdotal literature indicates that second-degree students enter nursing education as adult
learners with rich background experiences and possess greater maturity, motivation, and
engagement for learning as well as a greater ability to think critically than traditional
students. Second-degree students are thought to more aggressively pursue evidence-based
clinical problem solving and have little tolerance for extraneous information or activity in the
educational process (4-7).
With little research to support these assumptions, it is important to determine if these students
do indeed differ significantly from their traditional counterparts. This quantitative research
study provides valuable data regarding the framework for educational programs to meet
second-degree, accelerated BSN students' needs in the academic environment.
Once permission to conduct the study was obtained from the Institutional Review Board of
the institution, data collection was implemented at the end of a 15-week semester. The survey
was distributed to all generic undergraduate baccalaureate students during a class session. Of
the 171 students surveyed, 88 were juniors and 83 were seniors.
$ 37.95
Tomas Chamorro-Premuzica, ,
, Adrian Furnhamb and Martin Lewisb
a
Department of Psychology, Goldsmiths College, University of London, New Cross, London
SE146NW, UK
b
Department of Psychology, University College London, UK
Abstract
A total of 221 (111 female and 110 male) British Medical students completed the NEO-FFI
personality inventory [Costa, P. T., Jr., and McCrae, R. R. (1992). Revised NEO Personality
Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) professional manual.
Odessa, FL: Psychological Assessment Resources.], an abbreviated version of Biggs' [Biggs,
J. B (1987). Study process questionnaire manual. Hawthorn, Vic: Australian Council for
Educational Research.] approaches to learning scale, and a purpose-designed questionnaire to
assess their preference for different teaching methods (e.g., lab classes, standard lectures, and
discussion groups). Correlations between several personality traits and approaches to learning
factors suggested that personality and learning approaches are distinct, but related, constructs.
The deep approach to learning was associated with Emotional Stability, Openness, and
Agreeableness. These personality traits were also negatively related to the surface approach
to learning, whilst Conscientiousness was associated with deep and achieving learning
approaches. Hierarchical regression analyses showed that preference for interactive teaching
was associated with a combination of Emotional Stability, Agreeableness, and deep learning
approach. Implications are discussed with regard to individual differences in educational
contexts.
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Publication 1995-12-04
Pages: 14