Factors Affecting the Academic Progression of Associate Degree Graduates

Munkvold, Julia Paschall; Tanner, Christine; Herinckx, Heidi

doi:10.3928/01484834-20120224-04

Cited by 17 publications

(2 citation statements)

References 7 publications

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“…2,3 While the majority of faculty agreed that it was important to advise students to continue their formal education, only 48% (n = 69) actually met with advisees for higher-degree planning. This reiterates the need for additional resources and faculty training.…”

Section: Discussionmentioning

confidence: 95%

Nursing Education Progression

O’Neal

Zomorodi²,

Wagner³

2015

Nurse Educator

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The purpose of this survey was to examine the attitudes, influences, and practices of associate degree nursing (ADN) faculty in relation to advising students about nursing education progression. The results indicated that ADN faculty have a sense of moral and personal role responsibility to encourage students to continue their education. Deficits in faculty knowledge of program details and multiple demands on their time are factors that influence advising practices.

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Section: Discussionmentioning

confidence: 95%

Nursing Education Progression

O’Neal

Zomorodi²,

Wagner³

2015

Nurse Educator

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“…This statewide nursing consortium (SNC) sought to transform the educational environment based on an understanding of learning. Using the approach taken by the Oregon Consortium for Nursing Education (Herinckx, Munkvold, & Tanner, 2014; Munkvold, Tanner, & Herinckx, 2012; Tanner, Gubrud-Howe, & Shores, 2008), the SNC consisted of a common curriculum taught on all campuses (community college and flagship campus) for the first two years of a three-year BSN program and provided mechanisms for the seamless transfer of students to the university for the final year of the curriculum.…”

mentioning

confidence: 99%

A Statewide Consortiumʼs Adoption of a Unified Nursing Curriculum: Evaluation of the First Two Years

Tse¹,

Niederhauser²,

Steffen³

et al. 2014

Nursing Education Perspectives

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AIM This article provides an evaluation of the first two years of implementation of a statewide nursing consortium (SNC) curriculum on nursing faculty work life, teaching productivity, and quality of education. BACKGROUND In response to the call for nursing education reform, the SNC incorporated new approaches to competency-based, student-centered learning and clinical education. METHOD Faculty and two cohorts of students were measured at three points over the first two years of the curriculum implementation. RESULTS The expected positive impact of the SNC was documented at the start of the first year, but not sustained. Students reported having more confidence in their clinical skills at the start of the first year, yet demonstrated significantly less confidence in their ability after two years. CONCLUSION Faculty indicated that the SNC allowed greater opportunity for collaboration, but that the experience did not alter their classroom performance or satisfaction beyond the first year.

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