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
’
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
Other (please specify):
____________________
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
Accelerated courses that are 9-10 weeks long
Accelerated courses that are 11-13 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?
[ASK IF respondent has traditional as well as accelerated BSN programs.]
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.
NCIN Survey of Teaching & Learning in Accelerated Nursing Programs 5
ABSN
Yes No
Tests or examinations
Portfolios of prior learning experiences
Other (please specify):
_______________________________________________
12. In your own words, what is unique about the flexible scheduling options in your ABSN program as compared with your traditional BSN program?
[ASK IF respondent has traditional as well as accelerated BSN programs.]
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?
[ASK IF respondent has traditional as well as accelerated BSN programs.]
�
Yes
No
GO TO Q17
GO TO Q18
17. In which courses are ABSN students combined or blended with traditional BSN students?
NCIN Survey of Teaching & Learning in Accelerated Nursing Programs 7
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?
[ASK IF respondent has traditional as well as accelerated BSN programs.]
1 - 9 HERI Faculty Survey, 2010-2011. Higher Education Research Institute, 2011. © 2013 The Regents of the University of California. All rights reserved.
8 NCIN Survey of Teaching & Learning in Accelerated Nursing Programs
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?
[ASK IF respondent has traditional as well as accelerated BSN programs.]
10 - 16 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 9
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?
[ASK IF respondent has traditional as well as accelerated BSN programs.]
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?
[ASK IF respondent has traditional as well as accelerated BSN programs.]
17 - 25 HERI Faculty Survey, 2010-2011. © 2013 The Regents of the University of California. All rights reserved.
10 NCIN Survey of Teaching & Learning in Accelerated Nursing Programs
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?
[ASK IF respondent has traditional as well as accelerated BSN programs.]
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?
[ASK IF respondent has traditional as well as accelerated BSN programs.]
NCIN Survey of Teaching & Learning in Accelerated Nursing Programs 11
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
Clinical Experience 1st half
of nursing curriculum
2nd half of nursing curriculum
Throughout curriculum/ integrated
Schedule varies by student
Not applicable
Other (please specify):
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?
[ASK IF respondent has traditional as well as accelerated BSN programs.]
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.
12 NCIN Survey of Teaching & Learning in Accelerated Nursing Programs
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.
[ASK IF respondent has traditional as well as accelerated BSN programs.]
[Items randomized]
NCIN Survey of Teaching & Learning in Accelerated Nursing Programs 13
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.
[ASK IF respondent has traditional as well as accelerated BSN programs.]
[Items randomized]
14 NCIN Survey of Teaching & Learning in Accelerated Nursing Programs
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?
[ASK IF respondent has traditional as well as accelerated BSN programs.]
[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?
[ASK IF respondent has traditional as well as accelerated BSN programs.]
28 - 36 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 15
ABSN
Disagree Strongly
Disagree Agree Agree
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]
37 - 41 HERI Faculty Survey, 2010-2011. © 2013 The Regents of the University of California. All rights reserved.
16 NCIN Survey of Teaching & Learning in Accelerated Nursing Programs
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
Other (please specify):
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
Accelerated courses that are 6-8 weeks long
Accelerated courses that are 9-10 weeks long
Accelerated courses that are 11-13 weeks long
Non-accelerated courses that are 14 weeks or longer
✓
NCIN Survey of Teaching & Learning in Accelerated Nursing Programs 17
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?
[ASK IF respondent has traditional as well as accelerated MSN programs.]
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]
18 NCIN Survey of Teaching & Learning in Accelerated Nursing Programs
AMSN
Yes No
Tests or examinations
Portfolios of prior learning experiences
Other (please specify):
_______________________________________________
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?
[ASK IF respondent has traditional as well as accelerated MSN programs.]
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.
NCIN Survey of Teaching & Learning in Accelerated Nursing Programs 19
AMSN
49. Does your school or college of nursing combine or blend accelerated students with traditional students in MSN courses?
[ASK IF respondent has traditional as well as accelerated MSN programs.]
�
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
20 NCIN Survey of Teaching & Learning in Accelerated Nursing Programs
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]
42 - 50 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 21
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?
[ASK IF respondent has traditional as well as accelerated MSN programs.]
53. What proportion of the courses in your AMSN program use each of the following instructional techniques?
[Items randomized]
51 - 58 HERI Faculty Survey, 2010-2011. © 2013 The Regents of the University of California. All rights reserved.
22 NCIN Survey of Teaching & Learning in Accelerated Nursing Programs
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?
[ASK IF respondent has traditional as well as accelerated MSN programs.]
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?
[ASK IF respondent has traditional as well as accelerated MSN programs.]
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]
59 - 67 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 23
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?
[ASK IF respondent has traditional as well as accelerated MSN programs.]
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?
[ASK IF respondent has traditional as well as accelerated MSN programs.]
Never
Rarely
Sometimes
Often
�
59. What proportion of the courses in your AMSN program use each of the following instructional technologies?
[Items randomized]
24 NCIN Survey of Teaching & Learning in Accelerated Nursing Programs
AMSN
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
______________________________
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?
[ASK IF respondent has traditional as well as accelerated MSN programs.]
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
Clinical Experience 1st half
of nursing curriculum
2nd half of nursing curriculum
Throughout curriculum/ integrated
Schedule varies by student
Not applicable
Other (please specify):
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.
NCIN Survey of Teaching & Learning in Accelerated Nursing Programs 25
AMSN
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 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?
[ASK IF respondent has traditional as well as accelerated MSN programs.]
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.
[ASK IF respondent has traditional as well as accelerated MSN programs.]
[Items randomized]
26 NCIN Survey of Teaching & Learning in Accelerated Nursing Programs
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.
[ASK IF respondent has traditional as well as accelerated MSN programs.]
[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
Disagree Agree Agree
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?
[ASK IF respondent has traditional as well as accelerated MSN programs.]
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]
79 - 84 HERI Faculty Survey, 2010-2011. © 2013 The Regents of the University of California. All rights reserved.
28 NCIN Survey of Teaching & Learning in Accelerated Nursing Programs
ACCELERATED STUDENTS
Accelerated Nursing Students … Disagree Strongly
Disagree Agree Agree
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.
NCIN Survey of Teaching & Learning in Accelerated Nursing Programs 29
ACCELERATED STUDENTS
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
Other (please specify):
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?
[ASK IF respondent has traditional as well as accelerated BSN programs OR ASK IF respondent has traditional as well as accelerated MSN programs.]
30 NCIN Survey of Teaching & Learning in Accelerated Nursing Programs
ACCELERATED 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?
[ASK IF respondent has traditional as well as accelerated BSN programs OR ASK IF respondent has traditional as well as accelerated MSN programs.]
�
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?
[ASK IF respondent has traditional as well as accelerated BSN programs OR ASK IF respondent has traditional as well as accelerated MSN programs.]
75. Please indicate the approximate proportion of accelerated students who participate in each enrichment opportunity.
[Items randomized]
NCIN Survey of Teaching & Learning in Accelerated Nursing Programs 31
ACCELERATED STUDENTS
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?
[ASK IF respondent has traditional as well as accelerated BSN programs OR ASK IF respondent has traditional as well as accelerated MSN programs.]
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]
32 NCIN Survey of Teaching & Learning in Accelerated Nursing Programs
ACCELERATED STUDENTS
79. What is unique about accelerated students’ use of support services as compared with traditional students’ use of support services?
[ASK IF respondent has traditional as well as accelerated BSN programs OR ASK IF respondent has traditional as well as accelerated MSN programs.]
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.
NCIN Survey of Teaching & Learning in Accelerated Nursing Programs 33
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)
✓
34 NCIN Survey of Teaching & Learning in Accelerated Nursing Programs
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]
NCIN Survey of Teaching & Learning in Accelerated Nursing Programs 35
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)?
[ASK IF respondent has traditional as well as accelerated BSN programs OR ASK IF respondent has traditional as well as accelerated MSN programs.]
�
Yes GO TO Q89
No GO TO Q90
36 NCIN Survey of Teaching & Learning in Accelerated Nursing Programs
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?
[ASK IF respondent has traditional as well as accelerated BSN programs OR ASK IF respondent has traditional as well as accelerated MSN programs.]
�
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)?
NCIN Survey of Teaching & Learning in Accelerated Nursing Programs 37
38 NCIN Survey of Teaching & Learning in Accelerated Nursing Programs
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)
Other (please specify):
_____________________________
__________________________________________________
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?
NCIN Survey of Teaching & Learning in Accelerated Nursing Programs 39
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?
40 NCIN Survey of Teaching & Learning in Accelerated Nursing Programs
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)
�
NCIN Survey of Teaching & Learning in Accelerated Nursing Programs 41
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?
42 NCIN Survey of Teaching & Learning in Accelerated Nursing Programs
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
Other (please specify):
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.
NCIN Survey of Teaching & Learning in Accelerated Nursing Programs 43
Support for this research is provided by a grant from the Robert Wood Johnson Foundation.
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