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This study explored how Associate Degree Nursing (ADN) faculty integrate social determinants of health (SDOH) into concept-based curricula. SDOH play a critical role in population health, making their integration in nursing education vital. While SDOH are well-incorporated in baccalaureate programs, their presence in ADN concept-based curricula remains unclear. A generic qualitative design was used, employing reflexive thematic analysis (RTA). ADN faculty members (n = 12) were recruited through purposive sampling and participated in semi-structured, web-based interviews. Data were analyzed using manual coding and verified with MAXQDA software. Three key themes were identified: (1) curricular integration of SDOH, (2) faculty knowledge of SDOH and (3) faculty experiences with teaching SDOH. Integration varied across programs, with participants implementing diverse teaching strategies in the classroom, laboratory and clinical settings. Barriers included limited community-based clinical experiences and heavy faculty workloads. Participants identified essential resources for successful integration, including faculty collaboration, targeted professional development and institutional support. Resources to enhance student learning included simulations, guest speakers and expanded community clinical placements. ADN faculty play a pivotal role in integrating SDOH into concept-based curricula. Findings emphasize the need for consistent curricular alignment, increased faculty support and the development of community-based clinical experiences to better prepare students for addressing SDOH in nursing practice. •Integrating SDOH is a key priority for concept-based ADN programs.•This study explores how ADN faculty incorporate SDOH into classroom, lab, and clinical instruction.•ADN programs need stronger SDOH integration, faculty training, support, and experiential learning.

Historically, education in public health in the United States has occurred at the graduate level. Although some undergraduate programs in public health were established in the 20th century, more undergraduate programs have emerged in the past decade. The growth of undergraduate education in public health aligns with the 2003 Institute of Medicine report by Gebbie et al that called for all undergraduate students to have access to public health education. Other initiatives to advance undergraduate education in public health soon followed the Institute of Medicine's call, including the educated citizen and public health initiative.

The purpose of this study was to examine the experience of transition into the full-time faculty role among nurse educators who teach in associate degree nursing (ADN) programs. As the nursing profession responds to both the nursing and faculty shortages, understanding the experience of the transition at the ADN level becomes important. Faculty roles and responsibilities differ among program types. A qualitative research design was used to explore the transition experience of 14 participants, identified through purposive sampling, who taught in ADN programs in Massachusetts and New Hampshire. Themes that emerged include: a) difficulties, b) learning the role, c) embracing the role, d) the need for support, and e) personal experience of confidence and love of teaching. Findings suggest that role-specific orientation programs with a strong mentoring component are needed to ease the transition into the full-time faculty role at the ADN level of education.

Close to two million first-year undergraduates enroll in developmental education each year. According to recent national estimates, less than half of students who start in developmental education go on to complete gateway courses and less than one-third eventually earn a degree. However, more research is needed to better assess potential relationships between developmental courses and student outcomes. This study comprehensively analyzes the effects of enrolling in and completing developmental education on associate degree completion—a key student outcome in the 2-year sector. Data for this study came from the Education Longitudinal Study of 2002 and the accompanying Postsecondary Education Transcript Study. Propensity score analysis and doubly robust techniques were used to estimate more accurate causal effects, while accounting for the non-random assignment into the treatment conditions. Furthermore, this study introduces propensity score matching for multivalued treatment conditions or dose-response analysis to the study of developmental education in order to estimate the average causal effects of enrolling in various quantities of developmental education on associate degree completion. Overall, when two groups of statistically similar students were compared, developmental education generally improved the chances of earning an associate degree. The dose-response analysis revealed that the relationship between the number of developmental courses a student takes and associate degree completion is not strictly linear.

This study adopted a case-study approach to examine how associate degree sociology graduates evaluate their learning in a Hong Kong community college. Through focus group interviews, the learning experiences of sociology graduates were examined, specifically paying attention to their identification of enhancements in learning. The results of this examination indicate that the delivery of sociology education requires a strong emphasis on the integration of acquisition of sociology knowledge with social practice. It is important to consider how the curriculum engages the worldview of students beyond the personal and allows them to directly experience the social in a way that reflects what is going on around them. This study contributes to the discussion on the quality of associate degree education in Hong Kong and highlights the centrality of examining the issue from the point of view of students, particularly in the context of outcome-based education.

Using data on over 41,000 students in one state who entered community college before transferring to a 4-year institution, this study examines the following question: Are community college students who earn an associate degree before transferring to a 4-year college more likely to earn a bachelor's degree? Due to the causal nature surrounding this question we employ several strategies to minimize selection bias, including the use of propensity score matching. Analysis reveals large, positive apparent impacts of earning the transfer-oriented associate degrees (i.e., Associate in Arts and Associate in Science) on the probability of earning a bachelor's degree within 6 years. We do not find any apparent impacts associated with earning one of the workforce-oriented degrees (i.e., Associate in Applied Science) that are awarded by programs typically designed for direct labor market entry. This is an important distinction, as all associate degrees are not equal in their potential impacts on future baccalaureate completion.

This study attempted to identify perceived benefits, motivators, and barriers for registered nurses returning to school for a bachelor of science in nursing (BSN) degree. Studies link RN education to patient outcomes. The Institute of Medicine recommends that 80 percent of nurses have a BSN by 2020; Magnet status requires an action plan to reach this goal. A cross-sectional, investigator-developed anonymous survey was emailed to 1,348 staff RNs. Perceived benefits included expanded knowledge, job opportunities. Motivators included tuition reimbursement, length of program. Barriers included time commitment, expenses for books/supplies. The average time to complete RN-to-BSN education was 2.63 years. BSN-in-10 legislation is feasible for RNs to complete. The survey resulted in the provision and dissemination of communication support for RNs returning to school. Further research showed a need to expand awareness among staff. Plans include introducing a blog for nurses returning to school.

Research has shown that there is no consistent method of teaching cultural competence or incorporating it into nursing curricula. Thus, nursing programs are at risk for misinterpretation or not meeting required program outcomes or accreditation standards. Although considered social research, program theory-driven evaluation has been cited as an acceptable evaluation method for nursing programs. This research looks at program inputs and program outputs to establish congruency with accreditation standards and to ensure validity and reliability of future research on cultural competency levels of nursing graduates.

A retrospective, longitudinal pilot analysis was conducted on nursing student evaluation data collected from sequential high-fidelity simulation experiences in an associate degree nursing program. The Sweeney-Clark Simulation Performance Rubric was used to measure students' performance. The overall mean of each of the measured categories increased significantly with each simulation experience. The odds of scores increasing with each subsequent simulation experience ranged from 6.99 to 41.38. Performance improved through sequential simulation experiences. Findings support feasibility and import of providing evidence to support the use of high-fidelity simulation in relation to learning over time.

A postsecondary education holds the promise of higher lifetime earnings and social mobility, but too many low-income students never complete their degrees. We propose a set of policy recommendations based on the highly effective Accelerated Study in Associate Programs (ASAP) at the City University of New York (CUNY). CUNY ASAP is a comprehensive and integrated program that addresses multiple barriers to student success by providing students with enhanced advising as well as academic and career services, financial support, and a highly structured degree pathway. ASAP has been shown to have large positive effects on associate degree graduation rates and to cost less per graduate than regular college services. A national policy based on the ASAP model could serve as a highly effective anti-poverty strategy.