Accelerated Nursing Programs Presented by: Holly Leveille RN Ferris State University

Objectives  Issue  Identify programs available  Candidates  Quality or safety issues  Impact on patient safety

Issues  Increased amount of stress  Higher failure rate  Low financial aid availability  Merging programs?  Poor faculty evaluations (Stress, 2014)

Programs available  Paramedic to RN  RN to BSN  LPN to RN  Bachelors degree to BSN  BSN to MSN (MadLab, 2014)

Candidates for Bachelors to BSN program  Motivated  Older  Academic expectations  Clinical expectations  Articles referenced: (D’Antonio, et al., 2010 and Korvick, et al., 2008) (Clip Art, 2010)

Nursing Theory  Betty Neuman (Health Care Systems Model)  Stress and reaction to stress (Neuman Systems Model, Inc, 2011)

Nursing Theory cont.  The Neuman System Model (Neuman System Model, Inc., 2011)

Nursing Theory cont.  The Neuman System Model  Related?  Wellness  Illness  GOAL!!

Nursing Theory cont.  Seyle’s Theory  General Adaptation Syndrome (GAS)- Theory of Stress  “Between stimulus and response there is a space. In that space is our power to choose our response. In our response lies our growth and our freedom.” - Viktor Frankl  Related?

Another Discipline  Self-Determination Theory  The theory of motivation  Related? (Dump-a-day, 2014)

Interdisciplinary Perspective  Many individuals are faced with incredible challenges everyday but yet find the motivation to push through them. How these individuals cope with their amount of stress will affect their bodies well-being.  Motivation and positive coping mechanisms of stress will lead to successful completion of an accelerated nursing program.

Assessment of Health Care Environment

Policies  Accreditation (from 2012 data)  46 States plus the District of Columbia and Puerto Rico  255 accelerated baccalaureate programs  71 accelerated master’s programs  25 new accelerated baccalaureate programs were in the planning stages with 7 new master’s programs  (AACN, 2012).  Hiring

Resources  How do accelerated students do in the clinical environment?  Article referenced: (D’Antonio, et al., 2010) (Muhawi, 2014)

Quality and Safety Issues  NCLEX pass rates  Are accelerated graduates safe?  Articles referenced: (Korvick et al., 2008, Raines, 2008, and Tanner, 2006.)

Root Cause Analysis  Fishbone Diagram  Analyzing the High Failure Rate from Accelerated Baccalaureate Programs

Inferences and Implications/Consequences  What could change?  Are there any potential patient impacts?  Article referenced: (McNiesh, 2011)

Recommendations for Quality and Safety Improvements

QSEN Competencies  Teamwork and Collaboration  Definition:  Working together  Applying it  Communicate by using SBAR format (Clip Art, 2010)

QSEN Competencies  Evidence-Based Practice (EBP)  Definition:  Taking current evidence, with clinical knowledge and using it  Applying it  Have the student identify an issue in their current workplace (Clip Art, 2010)

ANA Standards  Standard 11: Communication  “The Joint Commission suggest that ineffective communication is a top contributor to sentinel events (ANA, 2012, p. 154).  Improvements  Questioning rationales  Adding to discussions in care

ANA Standards  Standard 12: Leadership  “RN’s provide direction and guidance and exercise the process of influence every day, in every aspect of practice” (ANA, 2012, p. 164).  Improvements  Assess current practices  Seek EBP’s  Foster change

ANA Standards  Standard 14: Professional Practice Evaluation  The goal of evaluations are to foster professional growth and development (ANA, 2012, p. 187).  Improvements  Advocate  Feedback

Conclusion  Unique group of students that require a dedicated group of teachers  Programs can help with the nursing shortage  Safe and effective

Take home message “Second-career students are a wonderful resource both for the varied experiences and potential maturity they bring to the learning situation as well as for their potential to seek advanced education in nursing” (D’Antonio, et al., 2010)

References American Association of Colleges of Nursing. (2014). Accelerated Nursing Programs. Retrieved from CurrentNursing. (2013). General Adaptation Syndrome (GAS)- Theory of Stress. Retrieved from D’Antonio, P., Beal, M., Underwood, P., Ward, F., McKelvey, M., Guthrie, B., & Lindell, D. (2010). Great Expectations: Points of Congruencies and Discrepancies Between Incoming Accelerated Second- Degree Nursing Students and Faculty. Journal Of Nursing Education, 49(12), doi: / Dump-a-day. (2014). Best of Motivational Pictures and Quotes. Retrieved from Grdina, R. (2014). Teaching Pre-Licensure nursing students to communicate in SBAR in the clinical setting. Retrieved from the-clinical-setting/ Korvick, L., Wisener, L., Loftis, L., & Williamson, M. (2008). Comparing the academic performance of students in traditional and second-degree baccalaureate programs. Journal Of Nursing Education, 47(3), doi: / MadLab. (2014). Retrieved from:

References McNiesh, S. G. (2011). The Lived Experience of Students in an Accelerated Nursing Program: Intersecting Factors that Influence Experiential Learning. Journal Of Nursing Education, 50(4), doi: / Muhawi, D. (2014) Flicker.com. Retrieved from Neuman Systems Model, Inc. (2011). Retrieved from Pines, E. W., Rauschhuber, M. L., Cook, J. D., Norgan, G. H., Canchosa, L., Richardson, C., & Jones, M. (2014). Enhancing Resilience, Empowerment, and Conflict Management Among Baccalaureate Students: Outcomes of a Pilot Study. Nurse Educator, 39(2), doi: /NNE Raines, D. (2008). Accelerated Second-Degree Program Evaluation at Graduation and 1 Year Later. Nurse Educator. 32(4), SDT. (2014). Self-Determination Theory. Retrieved from Stress, Definition of Stress. Retrieved from stress-2/definition-du-stress-2/ Tanner, C. (2006). Changing times, evolving issues: the faculty shortage, accelerated programs, and simulation. Journal Of Nursing Education, 45(3),