The Lived Experience of Students in an Accelerated Nursing Program: Intersecting Factors that Influence Experiential Learning
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Citations
The role of metacognition in teaching clinical reasoning: Theory to practice
Experiential Learning and Clinical Education
The role of nurse education in improving patient outcomes and patient satisfaction with nursing care: A multiple case study of nursing teams in three hospitals across Ireland and Germany.
Exploring the experiences and perceptions of students in a graduate entry nursing programme: A qualitative meta-synthesis.
Deeper inside the Experience of Pediatric Headache: A Narrative Study
References
Situated Learning: Legitimate Peripheral Participation
Outline of a Theory of Practice
The Interpretation of Cultures
Being and Time
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Frequently Asked Questions (12)
Q2. What was the key to a balanced life?
exercise, eating well, and “balancing” the rest of their lives with the demands ofthe program often emerged as key to tolerating the rigors and stress of an accelerated program.
Q3. What is the fastest growing type of nursing program in the United States?
According to the American Association of Colleges of Nursing (2005), accelerated baccalaureate degrees in nursing (BSN) programs are the fastest growing type of entry level nursing programs in the United States.
Q4. What was the process of interpreting the narrative?
Interpretation proceeded by moving back and forth between parts and whole, between my initial forestructure and what was being revealed (Geertz, 1973/2000), creating iterative cycles of understanding (Benner, 1994) As initial interviews were interpreted, lines of inquiry were delineated and these were integrated into subsequent interviews.
Q5. What were the students' experiences of being thrown into the world?
After being out in the world as successful individuals they were once again thrown into a world with little background understanding to ground them, and experienced feeling novice again.
Q6. What was the intense and physically demanding quarter?
The students considered this the most intense and physically demanding quarter since each week included two full eight hour days of lecture, then two consecutive 12-hour clinical days as well as weekly prelab, intensive clinical preparation for the care of a specific patient, and periodic day long observations in selected clinical settings.
Q7. What are the main aspects of a accelerated program?
Students in accelerated programs came with prior experience of mastery in an academicsetting and often had successful, varied and challenging career trajectories.
Q8. What can be done to encourage students to understand the practice of nursing?
Clinical faculty can encourage the students’ understanding of the practice by frequent questioning of students about their patients in such a way that meanings are brought up from the background.
Q9. What can be done to help students understand the significance of the questions?
Having students rehearse with each other, with coaching from the instructor, could help diminish some of the strangeness and clarify the relevance of the questions.
Q10. What is the goal of an interpretive account?
The goal of an interpretive account is to develop a thick description (Geertz, 1973/2000)that reveals a salient articulation of the lived experience of the study phenomenon.
Q11. What are some aspects of the accelerated nursing program that might hinder them?
Yet coming from a more circumscribed world there are aspects of their prior beingin-the-world that might hamper them in embracing an underdetermined practice such as nursing.
Q12. What are the aspects of an accelerated program that might hinder students?
Students with prior experience of successful career trajectories and academic success may be more optimally positioned for certain aspects of an accelerated program (academic learning, critical thinking and the ability to synthesize knowledge, and perhaps aspects of the ability to be with people).