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Robert Wood Johnson Foundation New Careers in Nursing

Survey of Teaching & Learning in Accelerated Nursing Programs

2

Survey of Teaching & Learning in Accelerated Nursing Programs

We are delighted that you have decided to participate in the Robert Wood Johnson Foundation New Careers in Nursing (NCIN) Survey of Teaching & Learning. Our aim is to provide new information on accelerated programs to inform the field of nursing.

Participation in the Survey of Teaching & Learning is completely voluntary. You may choose to skip any questions you do not wish to answer or to exit the survey at any time without penalty.

All responses to this survey will be kept strictly confidential. Completed surveys are submitted directly to the external evaluator, Educational Testing Service. Results will only be presented in aggregate form. Your responses will not be used in any way that would allow another researcher, foundation official or member of the public to identify you or your school or college of nursing.

Thank you for contributing to this research on accelerated nursing programs. If you have any questions or concerns about the survey, please feel free to contact the Principal Investigator, Catherine Millett, Ph.D., at (609) 734-5866 or [email protected].

�Yes, I Agree to Participate

No, I Refuse to Participate

If select “Yes, I Agree to Participate,” then continue to General Instructions.

General Instructions

This survey is designed to learn about the teaching and learning experiences of students and faculty at your school or college of nursing. We are asking you to complete the survey on behalf of [FILL: School or College of Nursing]. While it is important that you try to provide accurate and complete responses, we have designed the survey so that you do not need to consult fellow faculty members, program statistics, or other data sources to answer questions.

Instead, we ask that you read each question carefully and provide your best response based on your general knowledge. This may include information gained from teaching courses, advising students, participating in faculty meetings, or having informal conversations with your colleagues.

You may leave the survey and return to it later. Survey responses are automatically saved each time you click continue at the bottom of a page. Please make sure that your Internet options are not set to delete cookies when you close the browser. You will need to use the same computer when you resume the survey in order to retrieve previous responses. When you return to the survey, you will have the option to resume the survey from the last question that you completed or to resume from the beginning of the survey.

NCIN Survey of Teaching & Learning in Accelerated Nursing Programs

mailto:[email protected]

’

Nursing Program Structure

In this section, we are interested in learning about the structure of your accelerated program, as well as how it compares to your traditional programs, if applicable.

1. About how many students total are enrolled in nursing programs at your school or college of nursing? Please provide your best estimate of the number of students at each program level.

If your school or college of nursing does not have one of the programs listed below, enter “0” for that program.

Baccalaureate

Master s

Doctoral

Post-doctoral

2. What type of nursing program(s) does your school or college of nursing offer? Please select all that apply.

✓

Associate’s degree (ASN/ADN)

Traditional BSN

Accelerated BSN (ABSN) GO TO ABSN Section (Q3)

RN to BSN

BSN to Ph.D.

Traditional MSN

Accelerated MSN (AMSN) GO TO AMSN Section (Q36)

RN to MSN

Ph.D.

DNP

DNS

Other (please specify):

______________________________

[IF NEITHER ABSN nor AMSN is selected, GO TO Q96]

NCIN Survey of Teaching & Learning in Accelerated Nursing Programs 3

4

ABSN

________________________________________________________________________

Accelerated Bachelor of Science in Nursing (ABSN) Program

3. Aside from program length, what is the primary difference between accelerated and traditional BSN education?

4. Approximately how many students are in your accelerated BSN program (ABSN)?

5. What is the time to completion of your ABSN program in months, for the majority of students?

�12 months

15 months

16 months

24 months


____________________

6. What is the pacing of courses in the ABSN program? Please select all that apply.

Accelerated courses that are less than 6 weeks long

Accelerated courses that are 6-8 weeks long



Non-accelerated courses that are 14 weeks or longer

✓

7. What is unique about the pacing of courses in your ABSN program as compared with the pacing of courses in your traditional BSN program?

[ASK IF respondent has traditional as well as accelerated BSN programs.]

NCIN Survey of Teaching & Learning in Accelerated Nursing Programs

ABSN

Clinical Experience 0% 1–25% 26–50% 51–75% 76–100% 'Don t Know

Evening courses

Weekend courses

Online courses

Hybrid (both on-site and online) courses

Flexible clinical placement schedules

8. How is your ABSN program designed to be completed by students?

�

Accelerated students take a fixed series of courses to complete the program.

Accelerated students have the option to select among various courses.

9. How does the way in which the ABSN program was designed to be completed compare with the design of the traditional BSN program?


10. What flexible scheduling options does your ABSN program offer? For each option, select the approximate proportion of courses offered in that format during a typical academic year.

[Items randomized]

11. If there are other flexible scheduling options available to your ABSN program students, please specify below.


ABSN

Yes No

Tests or examinations

Portfolios of prior learning experiences


_______________________________________________

12. In your own words, what is unique about the flexible scheduling options in your ABSN program as compared with your traditional BSN program?


13. Does your school or college of nursing award bachelor’s-level nursing students credit for evidence of prior learning (i.e., by examination, portfolios, or other review)?

�

Yes GO TO Q14

No GO TO Q16

14. In what program(s) does your school or college of nursing award credit for prior learning? Please select all that apply.

✓

We award credit for prior learning in the ABSN program.

We award credit for prior learning in the traditional BSN program(s).

15. What evidence of prior learning does your school or college of nursing accept for course credit? Please select one option per row.

6 NCIN Survey of Teaching & Learning in Accelerated Nursing Programs

ABSN

Blended Not Blended Course Not

Offered

Introductory courses (e.g., Introduction to Professional Nursing, Foundations)

Research courses

Nursing specialty courses (e.g., Maternity Nursing, Community Health)

Leadership courses

Ethics courses

Diversity/cultural competency courses

Clinical instruction

Capstone experiences

Interprofessional electives

Co-curricular seminars or workshops

16 . Does your school or college of nursing blend or combine accelerated students with traditional students in BSN courses?


�

Yes

No

GO TO Q17

GO TO Q18

17. In which courses are ABSN students combined or blended with traditional BSN students?


ABSN

Educational Goal Not

Important Somewhat

Important Very

Important Essential

Develop students’ abilities to think critically1

Promote students’ abilities to write effectively2

Help students evaluate the quality and reliability of information3

Help students master knowledge of nursing

Prepare students for graduate or advanced education4

Prepare students for employment5

Help students develop professional identity

Help students develop personal values6

Instill in students a commitment to community service7

Develop student capacity for leadership

Teach students respect for different beliefs8

Enhance students’ knowledge of other racial/ethnic groups9

Develop student skills in management/supervision

Develop students’ abilities to analyze nursing policy

Teaching Strategies

In this section, we would like to learn about teaching and learning in the ABSN program, with a focus on unique aspects of the accelerated program. We are also interested in how the ABSN program compares with the traditional BSN program, if applicable.

18. Please indicate the importance of each of the following educational goals for students in your ABSN program.

[Items randomized]

19. In your own words, what is unique about the educational goals for students in your ABSN program as compared with the educational goals for students in your traditional BSN program?


1 - 9 HERI Faculty Survey, 2010-2011. Higher Education Research Institute, 2011. © 2013 The Regents of the University of California. All rights reserved.


ABSN

Instructional Techniques

Class discussions10

Cooperative learning in small groups11

Analysis of practical problems and scenarios

Demonstrations12

Lectures13

Sharing stories about clinical experiences

Student-selected topics14

Individualized instruction/one-on-one attention

Detailed individual feedback on assignments

Reflective writing/journaling15

Community service as part of coursework16

Electronic quizzes with immediate feedback

Interactive case studies

Simulations of clinical care

Explicit learning goals

None Some Most All 'Don t

Know

20. What proportion of the courses in your ABSN program use each of the following instructional techniques?

[Items randomized]

21. What, if anything, is unique about the instructional techniques used in courses in your ABSN program as compared with the instructional techniques used in courses in your traditional BSN program?


10 - 16 HERI Faculty Survey, 2010-2011. © 2013 The Regents of the University of California. All rights reserved.


ABSN

Evaluation Method None Some Most All 'Don t Know

Multiple-choice exams17

Essay exams18

Short-answer exams19

Quizzes20

Simulation exercises

Weekly written assignments

Student presentations21

Group and team projects to produce joint product22

Term/research papers23

Student evaluations of each others’ work24

Portfolios of student work

Competency-based grading25

22. During a typical semester, how often do faculty change their approach to teaching in courses composed primarily of accelerated — as opposed to traditional — nursing students?


Never

Rarely

Sometimes

Often

�

23. What proportion of the courses in your ABSN program use each of the following methods to evaluate student learning?

[Items randomized]

24. In your own words, what is unique about the methods used to evaluate student learning in your ABSN program as compared with the evaluation methods in your traditional BSN program?




ABSN

Instructional Technology

Develop course websites or other web-based materials

Use learning management systems (LMS)

None Some Most All ' Don t Know

(e.g., BlackBoard, Moodle)

Use social media to communicate with students

Moderate online forums for course discussions

Assign exercises and projects that utilize multimedia resources

Engage students in collaborative electronic portfolios (i.e., Wikis)

Have students keep online journals or blogs

Facilitate computer-based patient simulations (e.g., virtual reality)

Use smartphones or iPads as clinical tools

Use nursing specialty apps for training or reference

Use simulation labs

25. During a typical semester, how often do faculty change the type of assignments or tests given in courses composed primarily of accelerated — as opposed to traditional — nursing students?


Never

Rarely

Sometimes

Often

�

26. What proportion of the courses in your ABSN program use each of the following methods to evaluate student learning?

[Items randomized]

27. In your own words, what is unique about the use of instructional technology in your ABSN program as compared with the use of instructional technology in your traditional BSN program?



ABSN

Clinical Experience 1st half

of nursing curriculum

2nd half of nursing curriculum

Throughout curriculum/ integrated

Schedule varies by student

Not applicable

Observation of clinical work performed by others

Simulation skills lab (e.g., IV medications, handling equipment)

Simulations of patient care

Direct care of one client

Direct care of multiple clients

Management of care provided by other students

Management of care provided by nursing staff at clinical site

___________________________

28. Please describe your school or college of nursing’s clinical model for the ABSN program by indicating the timing of clinical experiences. Select one choice per item.26

[Items randomized]

29. If your school or college of nursing’s clinical model for the ABSN program includes other clinical experiences, please specify and indicate the timing of the experiences below.27






Not applicable


30. In your own words, what is unique about the clinical experiences of students in your ABSN program as compared with the clinical experiences of students in your traditional BSN program?


26 - 27 Elements of Nursing Education: Program Survey. National Council of State Boards of Nursing, 2004. Copyright by the National Council of State Boards of Nursing, Inc. All rights reserved.


ABSN

Disagree Strongly

Disagree Agree Agree

Strongly Not

Applicable 'Don t

Know

Most faculty prefer teaching traditional nursing students over accelerated students

Faculty who teach in the ABSN program prefer that classroom dynamic

Most faculty thrive in the classroom with accelerated students, while others struggle

Most faculty prefer teaching master’s and/ or doctoral-level nursing students over bachelor’s level students

Faculty who prefer teaching traditional students rarely change their preference

Faculty personalities play the primary role in their preference for either accelerated or traditional students

Most faculty have a strong preference for either traditional or accelerated students

ABSN students are more like master’s-level students than like traditional BSN students

Faculty Roles in Accelerated Nursing Programs

In this section, we are interested in learning about the roles and activities of faculty who teach in your ABSN program. We would also like to know how faculty roles in your accelerated program compare to the roles of faculty who teach primarily in your traditional program(s).

31. Please indicate the extent to which you agree with each of the following statements about faculty preferences for teaching students in bachelor’s-level nursing programs.


[Items randomized]


ABSN

Faculty are more likely to…

Teach on part-time or adjunct basis

Maintain a clinical practice while teaching

Serve as student advisors

Have joined the professoriate recently

Belong to a group underrepresented in nursing

Have tenure or seniority among nursing faculty

Meet with students outside of class on a regular basis

Promote multicultural perspectives in their instruction

Use technology in their instruction

Accelerated BSN

Traditional BSN

No difference

32. Please indicate whether each statement is more descriptive of faculty who teach primarily in the ABSN program or of faculty who teach primarily in the traditional BSN program. Select one choice per item.


[Items randomized]


ABSN

Faculty Activity Never Rarely Sometimes Often

Taught an interdisciplinary or interprofessional course28

Taught an ethnic studies course29

Taught a service learning course30

Taught an exclusively web-based course31

Advised student groups involved in service/volunteer work32

Collaborated with the local community in research/teaching33

Conducted research or writing on issues in nursing

Engaged students in research projects

Taught a capstone course34

Published op-ed pieces or editorials35

Received funding for their work from foundations, government, or business/industry36

Supervised clinical experiences

33. Over the course of the last academic year, how often have faculty who teach in your ABSN program engaged in the following activities?


[Items randomized]

34. In your own words, what is unique about the activities of faculty who teach primarily in your ABSN program as compared with the activities of faculty who teach primarily in your traditional BSN program?




ABSN

Disagree Strongly


Strongly 'Don t

Know

The school should hire more faculty dedicated to the ABSN program

The school of nursing should hire more faculty of color37

The school should hire more male faculty

There is a lot of campus racial conflict here38

Faculty of color are treated fairly here39

Male faculty are treated fairly here

Gay and lesbian faculty are treated fairly here40

Racial and ethnic diversity should be more strongly reflected in the curriculum41

This school does not allow racist or sexist speech in educational environments

There is too much focus on inclusive language over nursing content these days

Efforts to promote diversity sometimes lead to the hiring of less qualified faculty members

Male faculty have disproportionate influence on policies in the school or college of nursing

35. Below are some statements about your college or school of nursing. Please indicate the extent to which you agree with each of the following:

[Items randomized]



AMSN

________________________________________________________________________

____________________

Accelerated Master of Science in Nursing (AMSN) Program

36. Aside from program length, what is the primary difference between accelerated and traditional MSN education?

37. Approximately how many students are in your accelerated master’s program (AMSN)?

38. What is the time to completion of your AMSN program in months, for the majority of students?

�12 months

15 months

18 months

24 months


39. What is the pacing of courses in the AMSN program? Please select all that apply.

Accelerated courses that are less than 6 weeks long




Non-accelerated courses that are 14 weeks or longer

✓


AMSN

Clinical Experience 0% 1–25% 26–50% 51–75% 76–100% 'Don t Know

Evening courses

Weekend courses

Online courses

Hybrid (both on-site and online) courses

Flexible clinical placement schedules

40. In your own words, what is unique about the pacing of courses in your AMSN program as compared with the pacing of courses in your traditional MSN program?

[ASK IF respondent has traditional as well as accelerated MSN programs.]

41. How is your AMSN program designed to be completed by students?

�

Accelerated students take a fixed series of courses to complete the program.

Accelerated students have the option to select among various courses.

42. How does the way in which the AMSN program was designed to be completed compare with the design of the traditional MSN program?


43. What flexible scheduling options does your AMSN program offer? For each option, select the approximate proportion of courses offered in that format during a typical academic year.

[Items randomized]


AMSN

Yes No

Tests or examinations

Portfolios of prior learning experiences


_______________________________________________

44. If there are other flexible scheduling options available to your AMSN program students, please specify below.

45. What is unique about the flexible scheduling options in your AMSN program as compared with your traditional MSN program?


46. Does your school or college of nursing award master’s-level nursing students credit for evidence of prior learning (i.e., by examination, portfolios, or other review)?

�

Yes

No

GO TO Q47

GO TO Q49

47. In what program(s) does your school or college of nursing award credit for prior learning? Please select all that apply.

✓

We award credit for prior learning in the AMSN program.

We award credit for prior learning in the traditional MSN program(s).

48. What evidence of prior learning does your school or college of nursing accept for course credit? Please select one option per row.


AMSN

49. Does your school or college of nursing combine or blend accelerated students with traditional students in MSN courses?


�

Yes GO TO Q50

No GO TO Q51

50. In which courses are AMSN students combined or blended with traditional MSN students?

Blended Not Blended Course Not

Offered

Introductory courses (e.g., Introduction to Professional Nursing, Foundations)

Research courses

Nursing specialty courses (e.g., Maternity Nursing, Community Health)

Leadership courses

Ethics courses

Diversity/cultural competency courses

Clinical instruction

Capstone experiences

Interprofessional electives

Co-curricular seminars or workshops


AMSN

Educational Goal Not

Important Somewhat

Important Very

Important Essential

Develop students’ abilities to think critically42

Promote students’ abilities to write effectively43

Help students evaluate the quality and reliability of information44

Help students master knowledge of nursing

Prepare students for graduate or advanced education45

Prepare students for employment46

Help students develop professional identity

Help students develop personal values47

Instill in students a commitment to community service48

Develop student capacity for leadership

Teach students respect for different beliefs49

Enhance students’ knowledge of other racial/ethnic groups50

Develop student skills in management/supervision

Develop students’ abilities to analyze nursing policy

Teaching Strategies

In this section, we would like to learn about teaching and learning in the AMSN program, with a focus on unique aspects of the accelerated program. We are also interested in how the AMSN program compares with the traditional MSN program, if applicable.

51. Please indicate the importance of each of the following educational goals for students in your AMSN program.

[Items randomized]



AMSN

Instructional Techniques

Class discussions51

Cooperative learning in small groups52

Analysis of practical problems and scenarios

Demonstrations53

Lectures54

Sharing stories about clinical experiences

Student-selected topics55

Individualized instruction/one-on-one attention

Detailed individual feedback on assignments

Reflective writing/journaling56

Community service as part of coursework57

Electronic quizzes with immediate feedback58

Interactive case studies

Simulations of clinical care

Explicit learning goals

None Some Most All ' Don t

Know

52. What is unique about the educational goals for students in your AMSN program as compared with the educational goals for students in your traditional MSN program?


53. What proportion of the courses in your AMSN program use each of the following instructional techniques?

[Items randomized]



AMSN

Evaluation Method None Some Most All ' Don t Know

Multiple-choice exams59

Essay exams60

Short-answer exams61

Quizzes62

Simulation exercises

Weekly written assignments

Student presentations63

Group and team projects to produce joint product64

Term/research papers65

Student evaluations of each others’ work66

Portfolios of student work

Competency-based grading67

54. What, if anything, is unique about the instructional techniques used in courses in your AMSN program as compared with the instructional techniques used in courses in your traditional MSN program?


55. During a typical semester, how often do faculty change their approach to teaching in courses composed primarily of accelerated — as opposed to traditional — nursing students?


Never

Rarely

Sometimes

Often

�

56. What proportion of the courses in your AMSN program use each of the following methods to evaluate student learning?

[Items randomized]



AMSN

Instructional Technology

Develop course websites or other web-based materials

Use learning management systems (LMS)

None Some Most All ' Don t Know

(e.g., BlackBoard, Moodle)

Use social media to communicate with students

Moderate online forums for course discussions

Assign exercises and projects that utilize multimedia resources

Engage students in collaborative electronic portfolios (i.e., Wikis)

Have students keep online journals or blogs

Facilitate computer-based patient simulations (e.g., virtual reality)

Use smartphones or iPads as clinical tools

Use nursing specialty apps for training or reference

Use simulation labs

57. What is unique about the methods used to evaluate student learning in your AMSN program as compared with the evaluation methods in your traditional MSN program?


58. During a typical semester, how often do faculty change the type of assignments or tests given in courses composed primarily of accelerated — as opposed to traditional — nursing students?


Never

Rarely

Sometimes

Often

�

59. What proportion of the courses in your AMSN program use each of the following instructional technologies?

[Items randomized]


AMSN






Not applicable

Observation of clinical work performed by others

Simulation skills lab (e.g., IV medications, handling equipment)

Simulations of patient care

Direct care of one client

Direct care of multiple clients

Management of care provided by other students

Management of care provided by nursing staff at clinical site

______________________________

60. What is unique about the use of instructional technology in your AMSN program as compared with the use of instructional technology in your traditional MSN program?


61. Please describe your school or college of nursing’s clinical model for the AMSN program by indicating the timing of clinical experiences. Select one choice per item.68

[Items randomized]

62. If your school or college of nursing’s clinical model for the AMSN program includes other clinical experiences, please specify and indicate the timing of the experiences below.69






Not applicable


68 - 69 Elements of Nursing Education: Program Survey. National Council of State Boards of Nursing, 2004. Copyright by the National Council of State Boards of Nursing, Inc. All rights reserved.


AMSN

Disagree Strongly


Strongly Not

Applicable ' Don t

Know

Most faculty prefer teaching traditional nursing students over accelerated students

Faculty who teach in the AMSN program prefer that classroom dynamic

Most faculty thrive in the classroom with accelerated students, while others struggle

Most faculty prefer teaching master’s and/ or doctoral-level nursing students over bachelor’s level students

Faculty who prefer teaching traditional students rarely change their preference

Faculty personalities play the primary role in their preference for either accelerated or traditional students

Most faculty have a strong preference for either traditional or accelerated students

63. What is unique about the clinical experiences of students in your AMSN program as compared with the clinical experiences of students in your traditional MSN program?


Faculty Roles in Accelerated Nursing Programs

In this section, we are interested in learning about the roles and activities of faculty who teach in your AMSN program. We would also like to know how faculty roles in your accelerated program compare to the roles of faculty who teach primarily in your traditional program(s).

64. Please indicate the extent to which you agree with each of the following statements about faculty preferences for teaching students in master’s level nursing programs.


[Items randomized]


AMSN

Faculty are more likely to…

Teach on part-time or adjunct basis

Maintain a clinical practice while teaching

Serve as student advisors

Have joined the professoriate recently

Belong to a group underrepresented in nursing

Have tenure or seniority among nursing faculty

Meet with students outside of class on a regular basis

Promote multicultural perspectives in their instruction

Use technology in their instruction

Accelerated MSN

Traditional MSN

Nodifference

Faculty Activity Never Rarely Sometimes Often

Taught an interdisciplinary or interprofessional course70

Taught an ethnic studies course71

Taught a service learning course72

Taught an exclusively web-based course73

Advised student groups involved in service/volunteer work74

Collaborated with the local community in research/teaching75

Conducted research or writing on issues in nursing

Engaged students in research projects

Taught a capstone course76

Published op-ed pieces or editorials77

Received funding for their work from foundations, government, or business/industry78

Supervised clinical experiences

65. Please indicate whether each statement is more descriptive of faculty who teach primarily in the AMSN program or of faculty who teach primarily in the traditional MSN program. Select one choice per item.


[Items randomized]

66. Over the course of the last academic year, how often have faculty who teach in your AMSN program engaged in the following activities?

[Items randomized]

70 - 78 HERI Faculty Survey, 2010-2011. © 2013 The Regents of the University of California. All rights reserved. NCIN Survey of Teaching & Learning in Accelerated Nursing Programs 27

AMSN

Disagree Strongly


Strongly ' Don t

Know

The school should hire more faculty dedicated to the AMSN program

The school of nursing should hire more faculty of color79

The school should hire more male faculty

There is a lot of campus racial conflict here80

Faculty of color are treated fairly here81

Male faculty are treated fairly here82

Gay and lesbian faculty are treated fairly here83

Racial and ethnic diversity should be more strongly reflected in the curriculum84

This school does not allow racist or sexist speech in educational environments

There is too much focus on inclusive language over nursing content these days

Efforts to promote diversity sometimes lead to the hiring of less qualified faculty members

Male faculty have disproportionate influence on policies in the school or college of nursing

67. What is unique about the activities of faculty who teach primarily in your AMSN program as compared with the activities of faculty who teach primarily in your traditional MSN program?


68. Below are some statements about your college or school of nursing. Please indicate the extent to which you agree with each of the following:

[Items randomized]



ACCELERATED STUDENTS

Accelerated Nursing Students … Disagree Strongly


Strongly ' Don t

Know

Promote more sophisticated, mature class discussion than traditional students85

Frequently intimidate traditional students86

Improve the overall intellectual environment

Require more of an instructor’s time and energy than traditional students do87

Need remedial coursework more often than traditional students88

Need to develop study skills more often than traditional students89

Like to challenge accepted wisdom

Are not much different academically than traditional students90

Thrive on challenging work and high expectations

Need special supports to be successful in their nursing program(s)

Regulate their own learning

Prefer that faculty treat them more like colleagues than students

Accelerated Students in and out of the Classroom

In this section, we would like to learn about your experiences with accelerated students in the classroom, as well as your perceptions of the experiences of these students — both in and out of the classroom.

69. Please indicate your agreement or disagreement with the following statements about accelerated nursing students.

[ASK IF respondent has traditional as well as accelerated BSN programs OR ASK IF respondent has traditional as well as accelerated MSN programs.]

[Items randomized]

85 - 90 Adapted from Mishler, C. & Davenport, M. (1984). Faculty and Student Attitudes towards the Mixed-Age College Class: Faculty Opinion Survey. Green Bay, WI: University of Wisconsin Assessment Center.



Student Characteristics Not

Important Somewhat

Important Very

Important Essential

’ Don t Know

First-degree major in biology/health science

Prior leadership training or experience

Motivation

Commitment to nursing profession

Personality well-suited to nursing profession

Values are a good fit for nursing

Prior experience in health or human services

’

____________________________________

70. Which accelerated nursing student characteristics and experiences are important contributors to successful outcomes (i.e., program completion and licensure)?

[Items randomized]

71. If there are other accelerated student nursing characteristics and experiences that contribute to successful outcomes, please specify and indicate the importance of their contribution to student outcomes below.

Student Characteristics Not

Important Somewhat Important

Very Important

Essential Don t Know


72. What is unique about the characteristics and experiences associated with successful outcomes for accelerated students as compared with those associated with success for traditional students?




Enrichment Opportunities

Leadership development seminars

Community service opportunities

Special projects in nursing

Interdisciplinary coursework or projects

Advanced coursework

Teaching assistantships

Participate in faculty research/assistantships

Study abroad/international nursing experiences

Competitive grants or scholarships

National student nursing association

Clinical specialty nursing association

Campus-based nursing associations

0% 1–25% 26–50% 51–75% 76–100% Not

Offered ' Don t

Know

73. Do the barriers to student success differ for accelerated nursing students, as compared with traditional students?


�

Yes GO TO Q74

No GO TO Q75

74. How do barriers to student success differ for accelerated students as compared with students in the traditional nursing programs?


75. Please indicate the approximate proportion of accelerated students who participate in each enrichment opportunity.

[Items randomized]



Student Supports

Special advisor for non-traditional students

Multicultural center

Student support groups

Counseling services

Childcare services

Tutoring

Writing center

NCLEX prep courses

Library resources

Career development services

0% 1–25% 26–50% 51–75% 76–100% Not

Offered ' Don t

Know

76. If accelerated students at your school or college of nursing participate in other school-sponsored enrichment opportunities, please specify below.

77. What is unique about accelerated students’ participation in enrichment opportunities as compared with traditional students’ participation?


78. Please indicate the approximate proportion of students in your accelerated nursing program who access each of the following support services on a regular basis.

[Items randomized]



79. What is unique about accelerated students’ use of support services as compared with traditional students’ use of support services?


80. Does your school or college of nursing have structures and/or a process to support students who need to take a break from their accelerated nursing programs in resuming their studies afterwards?

�

Yes GO TO Q81

No GO TO Q82

81. Please briefly describe the structures and/or process for accelerated students to take a break and then resume the accelerated nursing program.


FACULTY DEVELOPMENT

Faculty Professional Development

In this section, we would like to learn about your school or college of nursing’s policies and practices regarding faculty professional development. This includes faculty preparation and participation in professional development activities.

82. Does your school or college of nursing provide orientation for faculty who are new to teaching in accelerated programs?

�

Yes GO TO Q83

No GO TO Q85

83. What orientation does your school or college of nursing provide for faculty who are new to teaching in accelerated programs? Please select all that apply.

[Items randomized]

New Faculty Orientation

Orientation to teaching in accelerated format

Online orientation module to teaching in accelerated programs

Assignment to a mentor experienced in accelerated education

One-on-one consultation with instructional experts

Observation by administrators or senior faculty

Peer observations of teaching

Midterm feedback session with students

Regular workshops or seminars to develop teaching skills over the first year of teaching in an accelerated program

Formal discussion groups with other accelerated program faculty (sponsored by the school of nursing)

✓


FACULTY DEVELOPMENT

Types of Professional Development None Some Most All Not Applicable

Mentoring by senior faculty

Consultation with instructional experts

Observation and feedback from senior faculty or administrators

Special topics seminars (e.g., online course design, intercultural competence)

Regular workshops focused on improving teaching skills

Formal discussion groups with other faculty focused on teaching

Formal review of student course evaluations

Continuing education courses

84. If your school or college of nursing provides any other form of orientation for faculty who are new to teaching in accelerated programs, please specify below.

85. Over the course of the last academic year, what proportion of faculty who teach in any of your nursing programs have participated in the following types of professional development?

[Items randomized]


FACULTY DEVELOPMENT

Professional Development Topics

Advanced topics in nursing or nursing education

Course and syllabus design

Teaching strategies for accelerated education

Teaching nontraditional students

Science of learning and/or memory

Evaluation of student learning

Instructional technologies

Use of simulation labs

Integrating didactic and clinical content

Evidence-based practice

Multiculturalism/inclusion of diverse perspectives

Cultural competency for nursing

None Some Most All Not Offered

86. Over the course of the last academic year, what proportion of faculty who teach in any of your nursing programs have participated in the following professional development topics?

[Items randomized]

87. If nursing faculty have participated in professional development on any other topics during the past year, please specify and indicate the proportion of faculty who participated below.

88. Does participation in professional development differ between faculty who teach primarily in the accelerated program and those that teach primarily in your traditional nursing program(s)?


�

Yes GO TO Q89

No GO TO Q90


FACULTY DEVELOPMENT

89. Faculty that teach primarily in the accelerated nursing program tend to participate in professional development…

�

More often than traditional program faculty

Less often than traditional program faculty

90. Does your school or college of nursing differentiate professional development topics for faculty who teach primarily in your accelerated program?


�

Yes GO TO Q91

No GO TO Q92

91. Please comment on how you differentiate professional development for faculty who teach primarily in the accelerated nursing program.

92. What policies, if any, at your school or college of nursing foster faculty participation in efforts to improve the teaching and learning experience of accelerated students (e.g., professional development)?

93. What policies, if any, at your school or college of nursing inhibit faculty participation in efforts to improve the teaching and learning experience of accelerated students (e.g., professional development)?



FACULTY DEVELOPMENT

94. What other topic(s) should this survey have addressed to understand the teaching and learning experience in your accelerated nursing program(s)?

95. What is the difference between the educational experience of students in the ABSN program and those in the AMSN program?

[ASK IF respondent has an accelerated BSN program AND an accelerated MSN program.]

CLOSED PROGRAMS

Programs Yes No

Accelerated BSN (ABSN)

Accelerated MSN (AMSN)


_____________________________

__________________________________________________

96. Did your school or college of nursing previously have an accelerated nursing program?

[ASK IF respondent does NOT have an accelerated BSN program NOR an accelerated MSN program.]

�

Yes GO TO Q97

No GO TO Q102

97. What accelerated nursing programs did your school or college of nursing offer previously?

98. When did your accelerated nursing program(s) close?

99. What are the circumstances under which the accelerated nursing program(s) at your school or college of nursing were discontinued?


CLOSED PROGRAMS

100. How likely do you think it is that your school or college of nursing will reinstate the accelerated nursing program(s) at your institution in the future?

Very unlikely

Somewhat unlikely

Somewhat likely

Very likely

�

101. Why do you say that?


DEMOGRAPHICS

________________________________________________________________________

_______________________________________

________________________________________________________________________

Program Liaison

102. What is the full name of the school or college of nursing at which you work?

103. What is your role at the school or college of nursing? Please select all that apply.

✓

Faculty member

Administrator

Other staff (please specify):

104. What is your title at the school or college of nursing?

105. Have you served as the official NCIN Program Liaison at your school or college of nursing?

�

Yes

No

106. What is your highest level of education in the field of nursing?

I do not have a nursing degree

ASN/ADN

BSN

MSN

Ph.D. in Nursing

Doctor of Nursing Practice (DNP)

Doctor of Nursing Science (DNS)

�


DEMOGRAPHICS

________________________________________________________________________

________________________________________

107. What is your highest level of education overall?

Bachelor’s degree (e.g., BSN, BA, BS)

Master’s degree (e.g., MSN, MSW, MPH, MBA)

Professional school degree (e.g., DNP, MD, JD)

Doctorate degree (e.g., DNS, PhD, EdD)

�

108. In what year did you earn your highest degree overall?

109. How long have you worked at this school or college of nursing?

Fewer than 2 years

3 to 5 years

6 to 10 years

11 to 15 years

16 to 20 years

More than 20 years

�

110. How long have you worked in nursing education (at any school or college of nursing)?

Fewer than 2 years

3 to 5 years

6 to 10 years

11 to 15 years

16 to 20 years

More than 20 years

�

111. In what year were you born?


DEMOGRAPHICS

______________________________

112. What is your gender?

�Male

Female

113. What is your racial background? Please select one or more choices below.

✓

Black or African American

Native Hawaiian or Pacific Islander

American Indian or Native Alaskan

Asian

Hispanic or Latino/a

White or Caucasian


THANK YOU!

Thank you again for taking the time to represent your accelerated nursing program(s) in this research. Your insight on teaching and learning greatly enriches the body of knowledge on best practices in accelerated nursing

education and will provide valuable insight to other nurse educators.

You will receive a follow-up email early next week containing information to order the gift card of your choice on giftcertificates.com.


Support for this research is provided by a grant from the Robert Wood Johnson Foundation.

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