Revolutionizing an accelerated baccalaureate nursing curriculum

Caroline Porr, Andrea Brennan-Hunter, Renee Crossman, Karen Parsons


Students enrolled in accelerated baccalaureate nursing programs have often proven themselves to be independent, ambitious and self-motivated. Nurse educators are being challenged to adapt their accelerated program curricula, teaching approaches and delivery modes to accommodate the goals, abilities and resources of these adult learners. At the same time, the rapid changes occurring in health care delivery, locally and worldwide, challenge new practitioners to quickly achieve an increasing list of cognitive and psychomotor competencies for effective nursing practice. Since January 2011, faculty members of Memorial University School of Nursing have been engaged in a comprehensive initiative to create a new accelerated program with a redesigned curriculum. Briefly presented key milestones accomplished to date, including articulating the new accelerated program mission statement; determining applicant requirements; formulating a new educational philosophy; seeking governance approval; establishing program outcomes; and, framing the curriculum structure.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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