Feature ArticlesMotivated Strategies for Learning in Accelerated Second-Degree Nursing StudentsEl-Banna, Majeda M. PhD, RN; Tebbenhoff, Billinda DNP, RN, APRN-BC; Whitlow, Malinda DNP, FNP-BC, RN; Wyche, Karen Fraser PhDAuthor Information Author Affiliations: Assistant Professor and Director of RN to BSN/MSN Program (Dr El-Banna); Assistant Professor and Associate Dean, Division of Undergraduate Studies (Dr Tebbenhoff); Assistant Professor and Executive Director, ABSN Program (Dr Whitlow); and Research Professor (Dr Wyche), School of Nursing, The George Washington University, Ashburn, Virginia. The authors declare no conflicts of interest. Correspondence: Dr El-Banna, School of Nursing, The George Washington University, 45085 University Dr, Innovation Hall, 302 F, Ashburn, VA 20147 (email@example.com). Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal’s Web site (www.nurseeducatoronline.com). Accepted for publication: March 28, 2017 Published ahead of print: May 9, 2017 Nurse Educator: 11/12 2017 - Volume 42 - Issue 6 - p 308-312 doi: 10.1097/NNE.0000000000000391 Buy SDC Metrics Abstract Students in a second-degree accelerated BSN program experience a rigorous curriculum and fast-paced introduction to the nursing profession. This study examined the relationships among self-esteem, motivation, learning strategies, demographic characteristics, and academic achievement. The results indicated that all of the students had good self-esteem; some demographic characteristics influenced the type of motivation and learning strategies they endorsed but did not influence their current academic performance. Copyright © 2017 Wolters Kluwer Health, Inc. All rights reserved.