Abstract
Background: Baccalaureate second-degree accelerated nursing (ABSN) programs have grown substantially as a response to needs for a qualified workforce. These programs are designed to prepare prelicensure nurses to enter the workforce in as little as 11 to 18 months. To maintain the rigor of traditional nursing programs, ABSN programs have demanding, compressed schedules. Recent literature has brought attention to the impact of academic demands on the emotional wellness experienced by traditional four-year prelicensure nursing students (Bernier-Carney, 2025; Vo et al., 2023) but has failed to review its impact in ABSN cohorts.
Aim: This qualitative descriptive research study aimed to describe ABSN students’ emotional wellness (EW) and explore their experiences using personal and programmatic strategies.
Methods: Eligible participants included any ABSN students from the current graduating class (n=30) at a small university in Pennsylvania. Data were collected through two focus groups which were audio recorded with participant consent and transcribed verbatim. The following research questions guided the inquiry: 1) Can you describe for me your emotional wellness throughout the program? 2.) How have you facilitated your own emotional wellness, if at all? Data were analyzed utilizing a thematic analysis approach as outlined by Braun and Clarke (2006).
Results: Nine (n=9) ABSN students participated across two focus groups. Three themes emerged: (1) Culture of Support and Belonging, (2) Emotional Wellness Practices, and (3) Self-Awareness. The first theme referenced positive relationships with faculty, peers, family and friends which cultivated a sense of inclusion, connection, and validation. In the second theme, participants identified several EW practices that were effective in maintaining or enhancing their EW, inclding mindfulness, physical activity, time management, and prioritization. The third theme captured how participants reflected on their experiences and made informed adjustments in behavior or mindset to protect or restore their EW.
Conclusion: This study contributes to the growing body of literature emphasizing the importance of EW in nursing education. Results suggest EW may be facilitated through a supportive learning culture, intentional self-care practices, and evolving self-awareness. These results illustrate the need for nursing programs to cultivate environments that not only challenge students academically but also foster their overall EW.
Notes
References:
Aloufi, M. A., Jarden, R. J., Gerdtz, M. F., & Kapp, S. (2021). Reducing stress, anxiety and depression in undergraduate nursing students: Systematic review. Nurse Education Today, 102, N.PAG. https://doi-org.moravian.idm.oclc.org/10.1016/j.nedt.2021.10487
Bailey E. & Jullamon M. (2022). Exploring Belongingness in an Accelerated Nursing Program: A Qualitative Study. (2022). Quality Advancement in Nursing Education, 8(2). https://doi.org/10.17483/2368-6669.1315
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
Bernier Carney, K., Carini, C., Fricano Hensley, R., Orphanos, O., & Shook, N. (2025). Burnout before the bedside: A mixed methods study of mental health and sources of stress among prelicensure nursing students. Nurse educator, 50 (6), 297–303. https://doi.org/10.1097/NNE.0000000000001946
Vo, T. , Chiu, H. , Chuang, Y. & Huang, H. (2023). Prevalence of Stress and Anxiety Among Nursing Students. Nurse Educator, 48 (3), E90-E95. doi: 10.1097/NNE.0000000000001343.
Sigma Membership
Upsilon Alpha
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Qualitative Research
Keywords:
Stress and Coping, Mentoring and Coaching, Curriculum Development, Nursing Students, Nursing Students--Psychosocial Factors, Wellness
Recommended Citation
Dorney, Paulette; Guider, Shirley; Colancecco, Elise M.; Grube, Taylor L.; Groller, Karen Diance; and Strauss, Shelly, "Tending to Emotional Wellness Needs in a Baccalaureate Second-Degree Accelerated Nursing Program" (2026). International Nursing Research Congress (INRC). 254.
https://www.sigmarepository.org/inrc/2026/presentations_2026/254
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-08-30
Tending to Emotional Wellness Needs in a Baccalaureate Second-Degree Accelerated Nursing Program
Toronto, Ontario, Canada
Background: Baccalaureate second-degree accelerated nursing (ABSN) programs have grown substantially as a response to needs for a qualified workforce. These programs are designed to prepare prelicensure nurses to enter the workforce in as little as 11 to 18 months. To maintain the rigor of traditional nursing programs, ABSN programs have demanding, compressed schedules. Recent literature has brought attention to the impact of academic demands on the emotional wellness experienced by traditional four-year prelicensure nursing students (Bernier-Carney, 2025; Vo et al., 2023) but has failed to review its impact in ABSN cohorts.
Aim: This qualitative descriptive research study aimed to describe ABSN students’ emotional wellness (EW) and explore their experiences using personal and programmatic strategies.
Methods: Eligible participants included any ABSN students from the current graduating class (n=30) at a small university in Pennsylvania. Data were collected through two focus groups which were audio recorded with participant consent and transcribed verbatim. The following research questions guided the inquiry: 1) Can you describe for me your emotional wellness throughout the program? 2.) How have you facilitated your own emotional wellness, if at all? Data were analyzed utilizing a thematic analysis approach as outlined by Braun and Clarke (2006).
Results: Nine (n=9) ABSN students participated across two focus groups. Three themes emerged: (1) Culture of Support and Belonging, (2) Emotional Wellness Practices, and (3) Self-Awareness. The first theme referenced positive relationships with faculty, peers, family and friends which cultivated a sense of inclusion, connection, and validation. In the second theme, participants identified several EW practices that were effective in maintaining or enhancing their EW, inclding mindfulness, physical activity, time management, and prioritization. The third theme captured how participants reflected on their experiences and made informed adjustments in behavior or mindset to protect or restore their EW.
Conclusion: This study contributes to the growing body of literature emphasizing the importance of EW in nursing education. Results suggest EW may be facilitated through a supportive learning culture, intentional self-care practices, and evolving self-awareness. These results illustrate the need for nursing programs to cultivate environments that not only challenge students academically but also foster their overall EW.
Description
Focus groups were conducted to describe baccalaureate second-degree accelerated nursing (ABSN) students’ emotional wellness (EW) and explore their experiences using personal and programmatic strategies. Three themes emerged:(1) Culture of Support and Belonging, (2) Emotional Wellness Practices, and (3) Self-Awareness. Results illustrate the need for nursing programs to cultivate environments that not only challenge students academically but also foster their overall EW.