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

6 Citations (Scopus)

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
StatePublished - Sep 2011
Externally publishedYes

Fingerprint

Nursing Students
Teaching
nursing
Learning
teaching strategy
learning strategy
learning
Nursing
student
graduate
Interviews
Students
interview
Direction compound

ASJC Scopus subject areas

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

Cite this

We are different : Learning needs of accelerated second-degree nursing students. / Driessnack, Martha; Mobily, Paula; Stineman, Anita; Montgomery, Lou Ann; Clow, Toni; Eisbach, Shelly.

In: Nurse Educator, Vol. 36, No. 5, 09.2011, p. 214-218.

Research output: Contribution to journalArticle

Driessnack, M, Mobily, P, Stineman, A, Montgomery, LA, Clow, T & Eisbach, S 2011, 'We are different: Learning needs of accelerated second-degree nursing students', Nurse Educator, vol. 36, no. 5, pp. 214-218. https://doi.org/10.1097/NNE.0b013e3182297c90
Driessnack, Martha ; Mobily, Paula ; Stineman, Anita ; Montgomery, Lou Ann ; Clow, Toni ; Eisbach, Shelly. / We are different : Learning needs of accelerated second-degree nursing students. In: Nurse Educator. 2011 ; Vol. 36, No. 5. pp. 214-218.
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