Abstract
This study examined accelerated, second-degree prelicensure baccalaureate graduates' perceptions of andragogical practices employed by faculty that prepared students best to begin practice as entry-level nurses. An emic perspective from graduates emerged representing six themes characterizing their educational experience. Findings may inform teaching practices of faculty working with these veteran learners.
Sigma Membership
Delta Rho
Lead Author Affiliation
Thomas Jefferson University, Philadelphia, Pennsylvania, USA
Type
Poster
Format Type
Text-based Document
Research Approach
N/A
Keywords:
Faculty Teaching Practices, Second Degree, Accelerated Prelicensure Students, Undergraduate Nursing Education
Recommended Citation
Hanson-Zalot, Mary E., "Informing andragogy: Voices of graduates from accelerated, second-degree programs in nursing concerning faculty teaching practices" (2018). NERC (Nursing Education Research Conference). 114.
https://www.sigmarepository.org/nerc/2018/posters_2018/114
Conference Name
Nursing Education Research Conference 2018
Conference Host
Sigma Theta Tau International,National League for Nursing
Conference Location
Washington, DC, USA
Conference Year
2018
Rights Holder
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Informing andragogy: Voices of graduates from accelerated, second-degree programs in nursing concerning faculty teaching practices
Washington, DC, USA
This study examined accelerated, second-degree prelicensure baccalaureate graduates' perceptions of andragogical practices employed by faculty that prepared students best to begin practice as entry-level nurses. An emic perspective from graduates emerged representing six themes characterizing their educational experience. Findings may inform teaching practices of faculty working with these veteran learners.