NEC2014

In this qualitative study, faculty (N = 129) from 11 states who teach in accelerated second baccalaureate degree nursing (ASBSN) programs describe their experiences. Several areas are explored: (a) comparison with teaching traditional students, (b) preferred teaching approaches with ASBSN students and the extent they can be used, (c) changes in teaching approaches throughout faculty's education experience, (d) teaching strategies used to promote professional socialization and integrate students' first degree, and (e) advice for new ASBSN faculty. In addition to implications for future research as it may shape evidence-based pedagogy, faculty development pertinent to recruitment and retention in these rapidly growing programs are discussed.