Accelerated second-degree baccalaureate nursing (ABSN) programs are continuing to increase rapidly as a strategy to address a critical nursing shortage. The ABSN student profile differs from traditional entry-level nursing students, with some studies reporting higher attrition rates for ABSN students. Costs to students and nursing programs associated with program disruption can be high.
The purpose was to identify academic risk factors and develop strategies to promote academic success for timely progression to graduation and licensure.
Two consecutive descriptive correlational studies were conducted on sequential ABSN cohorts in a nursing program in northern New England.
Data revealed modifiable factors that put students at risk of program nonprogression or dismissal. Evidence-based, targeted, individualized academic support interventions were developed and implemented.
Strategies to promote academic success for ABSN students identified as at-risk have been shown to be effective.
Author Affiliations: Assistant Professor and Assistant Director of ABSN Education (Dr Kramlich) and Assistant Clinical Professor (Ms Holt and Dr Law-Ham), Department of Nursing, University of New England, Portland, Maine.
This study was supported by 2 Susan J. Hillman Scholarship of Teaching and Learning mini-grants from the University of New England Center for the Enrichment of Teaching and Learning.
The authors declare no conflicts of interest.
Correspondence: Dr Kramlich, Department of Nursing, University of New England, 716 Stevens Avenue, Portland, ME 04103 (email@example.com).
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Accepted for publication: August 1, 2019
Published ahead of print: October 17, 2019
Cite this article as: Kramlich D, Holt K, Law-Ham D. strategies to promote the success of academically at-risk accelerated bachelor of science in nursing students. Nurse Educ. 2019; doi: 10.1097/NNE.0000000000000748. [Epub ahead of print]