Accelerated Second-Degree Bachelor of Science in Nursing Graduates' Transition to Professional Practice
Authors: Brandt Cheryl L. , Boellaard Melissa R. , Wilberding Kaitlyn M. 
Published: January 2017

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Read the article, “Accelerated Second-Degree Bachelor of Science in Nursing Graduates' Transition to Professional Practice,” found on pages 14–19, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz.

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Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study.

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Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation.

Objectives

Describe the similarities in the experience of transitioning to practice between accelerated second-degree bachelor of science in nursing (ASBSN) graduates and other graduate nurses.

Discuss the role staff development professionals have in identifying and nurturing ASBSN graduates' potential for leadership within the organization.

Disclosure Statement

Neither the planners nor the author have any conflicts of interest to disclose.

Background:

Few studies have investigated accelerated second baccalaureate degree nursing program (ASBSN) graduates' transition to practice.

Method:

ASBSN graduates (
N
= 7) were interviewed within 12 to 15 months of graduation about their transition to practice. Using interpretive description, data were analyzed to identify common themes.

Results:

Eleven themes emerged, including (a) Intense Situations Evoked Strong Emotions, (b) Patient Safety Was Paramount as I Built Confidence, (c) Being on My Own Was Frightening, and (d) The ASBSN Program Mirrored the Intensity of Real-Life Nursing and Helped Me Transition to Practice.

Conclusion:

ASBSN graduates' transition shared similarities with traditional baccalaureate nursing program graduates. They experienced stress, needed support, and contributed to the health care team as they gained confidence. The intensity of the interviewees' ASBSN program prepared them for real-life nursing practice. Graduates' accounts of their transition should persuade staff development professionals to plan postorientation development that considers previous education, work experience, and potential for organizational leadership.

J Contin Educ Nurs.
2017;48(1):14–19.