Date of Conferral







Patricia Mc Gee


In response to the demand for baccalaureate-educated nurses, nursing schools offer an accelerated baccalaureate of science in nursing (BSN). The problem is nursing programs have used blended learning approaches, but it is unclear whether and in what ways accelerated BSN students benefit from this learning design. The purpose of this qualitative case study was to explore how faculty and students perceived the benefits and challenges of an accelerated BSN program utilizing a blended learning format. Knowles’s adult learning theory served as the conceptual framework through which interview data were analyzed. Participants included 6 faculty and 7 students from 1 school of nursing in the western United States who provided their perceptions of an accelerated blended program through interviews. Data were analyzed using open coding to identify patterns that were thematically organized. Findings revealed that the combination of accelerated program design and blended learning makes accelerated blended learning (ABL) a distinct but effective teaching and learning approach despite reported frustrations. Students reported new ways of flexible learning, information overload, and reinforced interpersonal connections with peers. Faculty reported the ABL design helped course organization but did not provide enough insight into what students did outside of course meetings. Recommendations for improving ABL include careful review of implementation strategies, organizational design, and technology supports. The findings provide nursing program design insights that can be used to help ensure qualified, competent nurses enter the profession prepared to serve their communities and improve nursing education.