Informing Andragogy: Voices of Graduates From Accelerated, Second-Degree Programs in Nursing Concerning Faculty Teaching Practices

2.50
Hdl Handle:
http://hdl.handle.net/10755/623856
Category:
Full-text
Format:
Text-based Document
Type:
Poster
Level of Evidence:
N/A
Research Approach:
N/A
Title:
Informing Andragogy: Voices of Graduates From Accelerated, Second-Degree Programs in Nursing Concerning Faculty Teaching Practices
Author(s):
Hanson-Zalot, Mary E.
Lead Author STTI Affiliation:
Delta Rho
Author Details:
Mary E. Hanson-Zalot, EdD, MSN, RN, CNE, Jefferson College of Nursing, Thomas Jefferson University, Philadelphia, Pennsylvania, USA
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.

Keywords:
faculty teaching practices; second degree, accelerated prelicensure students; undergraduate nursing education
Repository Posting Date:
15-Mar-2018
Date of Publication:
15-Mar-2018
Other Identifiers:
NERC18PST130
Conference Date:
2018
Conference Name:
Nursing Education Research Conference 2018: Generating and Translating Evidence for Teaching Practice
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Washington, DC
Description:
Nursing Education Research Conference 2018: Generating and Translating Evidence for Teaching Practice. Held at the Washington Marriott Wardman Park, Washington DC
Note:
Items submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository, unless otherwise noted.

Full metadata record

DC FieldValue Language
dc.language.isoenen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePosteren
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleInforming Andragogy: Voices of Graduates From Accelerated, Second-Degree Programs in Nursing Concerning Faculty Teaching Practicesen
dc.contributor.authorHanson-Zalot, Mary E.en
dc.contributor.departmentDelta Rhoen
dc.author.detailsMary E. Hanson-Zalot, EdD, MSN, RN, CNE, Jefferson College of Nursing, Thomas Jefferson University, Philadelphia, Pennsylvania, USAen
dc.identifier.urihttp://hdl.handle.net/10755/623856-
dc.description.abstract<p><span>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.</span></p>en
dc.subjectfaculty teaching practicesen
dc.subjectsecond degree, accelerated prelicensure studentsen
dc.subjectundergraduate nursing educationen
dc.date.available2018-03-15T13:46:53Z-
dc.date.issued2018-03-15-
dc.date.accessioned2018-03-15T13:46:53Z-
dc.conference.date2018-
dc.conference.nameNursing Education Research Conference 2018: Generating and Translating Evidence for Teaching Practiceen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationWashington, DCen
dc.descriptionNursing Education Research Conference 2018: Generating and Translating Evidence for Teaching Practice. Held at the Washington Marriott Wardman Park, Washington DCen
dc.description.noteItems submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository, unless otherwise noted.-
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