Academic and Clinical Immersion in an ACCELERATED Nursing Program to Foster Learning in the Adult Student

Abstract

ABSTRACT Second‐degree accelerated nursing programs provide an expedited pathway to enter the nursing profession. Most students in such programs are adult learners with high expectations for their own performance and equally high expectations for the curriculum of the chosen program. Clinical and academic immersions are curriculum strategies that are particularly suited to the adult learner in a second‐degree accelerated program. This article discusses the development of an accelerated program, with a focus on the intended and unexpected challenges and outcomes associated with planning and implementing immersion learning for academic and clinical experiences. Content linkage as a teaching strategy is also described. The immersion year enhances collaboration and socialization among students, faculty, and staff nurses.