Date of Award
7-30-2025
Document Type
Dissertation
Selected Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Degree Name
Doctor of Philosophy (Ph.D.) Nursing
Department
Nursing
School
School of Nursing and Health Sciences
Abstract
The worldwide nursing shortage has led to maintaining an adequate nursing workforce as a global challenge. Increased recruitment efforts have fostered changes to some educational programs, giving rise to the proliferation of Accelerated Nursing Programs (ACCEL). These accelerated nursing programs are a highly successful way of educating future registered nurses, leading to concerns by registered nurses, hospital administrators, and nursing faculty who question the transitional competence of graduates from Accelerated Nursing Programs. The purpose of this study was to understand the transition processes for accelerated nursing graduates. The intended impact of this research was important to nursing for two reasons: answering questions about the competence of ACCEL nursing graduates and providing and retaining new and replacement nurses for those retiring. The method of inquiry used for this study was Charmaz's constructivist method of Grounded Theory. The study participants were seven males and 11 females, ranging in age from 25 to 42. The ACCEL nurses identified the categories of role ambiguity, emotional burden, and the key success factors that led to the formulation of the substantive theory of Workplace Resilience of ACCEL Nurses. Relevance for nursing practice identified include it is an important decision when selecting nurses who will perform the role of preceptor, clinical educators are available resources especially for night shift nurses, previous experience may not necessarily be a requirement for any specialty area as long as nurses are given an adequate orientation and a well experienced preceptor, and newly graduated ACCEL nurses are capable of working in specialty areas.
Related Pillar(s)
Study
Recommended Citation
Whyte, Kaye A.L., "The Processes That Contribute to Readiness to Learn For an Accelerated Nursing Graduate: A Grounded Theory Study" (2025). Theses & Dissertations. 226.
https://digitalcommons.molloy.edu/etd/226
