Accelerated Baccalaureate and Master's Degrees in Nursing

• Accelerated baccalaureate programs offer the quickest route to licensure as a registered nurse (RN) for adults who have already completed a bachelor’s or graduate degree in a non-nursing discipline.
   
• Fast-track baccalaureate programs take between 11 and 18 months to complete, including prerequisites. Fast-track master’s degree programs generally take about 3 years to complete.
   
• Accelerated nursing programs are available in 49 states plus the District of Columbia and Puerto Rico. In 2023, there were 327 accelerated baccalaureate programs and 92 accelerated or entry-level master’s programs available at nursing schools nationwide. In addition, 36 new accelerated baccalaureate programs are in the planning stages, and 15 entry-level master's programs are also taking shape. To locate accelerated programs near you, use AACN’s member program directory.

• Accelerated baccalaureate programs accomplish programmatic objectives in a short time by building on previous learning experiences. Instruction is intense with courses offered full-time with no breaks between sessions. Students receive the same number of clinical hours as their counterparts in traditional entry-level nursing programs.
   
• Admission standards for accelerated programs are high with programs typically requiring a minimum of a 3.0 GPA and a thorough prescreening process. Identifying students who will flourish in this environment is a priority for administrators.  Students enrolled in accelerated programs are encouraged NOT to work given the rigor associated with completing degree requirements
   
• Accelerated baccalaureate and master’s programs in nursing are appropriately geared to individuals who have already proven their ability to succeed at a senior college or university.  Having already completed a bachelor’s degree, many second-degree students are attracted to the fast-track master's program as the natural next step in their higher education.

• The typical second-degree nursing student is motivated, older, and has higher academic expectations than traditional entry-level nursing students. Accelerated students excel in class and are eager to gain clinical experiences. Faculty find them to be excellent learners who are not afraid to challenge their instructors. 
   
• Graduates of accelerated programs are prized by nurse employers who value the many layers of skill and education these graduates bring to the workplace. Employers report that these graduates are more mature, possess strong clinical skills, and are quick studies on the job.
   
• AACN's 2023 survey found that 25,869 students were enrolled in accelerated baccalaureate programs, which represents a decrease from 2022 when 28,580 students were enrolled. The number of program graduates has decreased from 19,076 in 2022 to 18,714 in 2023. In entry-level master's nursing programs, 9,318 students were enrolled, and 4,570 students graduated in 2023. By comparison, in 2022, there were 9,025 students enrolled and 4,006 graduates from these programs.
   
• Given their experience and level of educational achievement, many graduates of accelerated master’s programs are being encouraged to pursue roles as nurse educators to help stem the growing shortage of nurse faculty.

• Financial aid for students enrolled in accelerated baccalaureate and master’s programs in nursing is limited.  Many practice settings are partnering with schools and offering tuition repayment to graduates as a mechanism to recruit highly qualified nurses.
   
• Hospitals, health care systems, and other practice settings are encouraged to form partnerships with schools offering accelerated programs to remove the student's financial burden in exchange for a steady stream of new nurse recruits.
   
• Legislators on the state and federal levels are encouraged to increase scholarship and grant funding for these programs that produce entry-level nurses faster than any other basic nursing education program. These programs are ideal career transition vehicles for those segments of the labor force impacted by fluctuations in the economy.

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Bailey, E. & Jullamon, M. (2022). Exploring Belongingness in an Accelerated Nursing Program: A Qualitative Study. Quality Advancement in Nursing Education, 8(2), Article 7. https://doi.org/10.17483/2368-6669.1315

Bentley, R. (2006, May/June). Comparison of traditional and accelerated baccalaureate nursing graduates. Nurse Educator, 31(2), 79-83.

Brewer, C.S., Kovner, C.T., Poornima, S., Fairchild, S., Kim, H., & Djukic, M. (2009, January- February). A comparison of second degree baccalaureate and traditional-baccalaureate new graduate RNs: Implications for the workforce. Journal of Professional Nursing,
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Christoffersen, J.E. (April-June 2017). Teaching Accelerated Second-Degree Nursing Students: Educators from Across the United States Share Their Wisdom. Nursing Forum, 52(2), 111-117.

Hoffart, N., McCoya, T.P., Lewallena, A.P., & Thorpeb, S.  (2019, March-April). Differences in Gender- related Profile Characteristics, Perceptions, and Outcomes of Accelerated Second Degree Nursing Students. Journal of Professional Nursing, 35(2), 93-100.  doi.org/10.1016/j.profnurs.2018.10.003

Kearns, L.E., Shoaf, J.R. & Summey, M.B. (2004, June). Performance and satisfaction of second-degree BSN students in Web-based and traditional course delivery environments. Journal of Nursing Education, 43(6), 280-284.

Lee, H. & Song, Y. (2021, May). Kirkpatrick Model Evaluation of Accelerated Second-Degree Nursing Programs: A Scoping Review. Journal of Nursing Education, 60(5), 265-271.  doi.org/10.3928/01484834-20210420-05

Lewis, L., Biederman, D., Hatch, D., Li, A., Turner, K. & Molloy, M.A. (2021, July-August). Outcomes of a holistic admissions process in an Accelerated Baccalaureate Nursing Program, Journal of Professional Nursing, 37(4), 714-720. doi.org/10.1016/j.profnurs.2021.05.006

Lott, S. & Davis, B.L. (2018, Summer). Accelerated Baccalaureate Nursing Students' Perception of and the Variables Influencing Their Retention: An HBCU Perspective. ABNF Journal, 29(3), 76-85.

Meyer, G.A., Hoover, K.G., Maposa, S. (2006, August). A profile of accelerated BSN graduates, 2004. Journal of Nursing Education, 45(8), 324-327.

Millet, C.M., Stickler, L.M., & Wang, H. (2015, December). Accelerated Nursing Degree Programs: Insights into Teaching and Learning Experiences. ETS Research Report Series. Princeton, NJ.  doi:10.1002/ets2.12078

Oermann, M.H., Poole-Dawkins, K., Alvarez, M.T., Foster, B.B., & O’Sullivan, R. (2010, October. Managers’ perspectives of new graduates of accelerated nursing programs: How do they compare with other graduates? Journal of Continuing Education in Nursing, 41(9), 394-399.

Ouellet, L.L., MacIntosh, J., Gibson, C.H. & Jefferson, S. (2008, February). Evaluation of selected outcomes of an accelerated nursing degree program. Nursing Education Today, 28(2), 194-201.

Raines, D.A. & Spies, A. (2007, November/December). One year later: Reflections and work activities of accelerated second-degree Bachelor of Science in Nursing Graduates.
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Roberts, K., Mason, J. & Wood, P. (2001, December). A comparison of a traditional and an accelerated basic nursing education program. Contemporary Nurse, 11(2/3), 283-287.

Rouse, S.M. & Rooda, L.A. (2010, June 1). Factors for attrition in an accelerated baccalaureate nursing program. Journal of Nursing Education, 49(6), 359-362.

Seldomridge, L.A. & DiBartolo, M.C. (2007, November/December). The changing face of accelerated second bachelor’s degree students. Nurse Educator, 32(6), 240-245.

Seldomridge, L.A. & DiBartolo, M.C. (2005, March-April). A profile of accelerated second bachelor's degree nursing students. Nurse Educator, 30(2), 65-68.

White, K., Wax, W. & Berrey, A. (2000, September-October). Accelerated second degree advanced practice nurses: how do they fare in the job market? Nursing Outlook, 48(5), 218-222.

Ziehm, S.R., Uibel, I.C., Fontaine, D.K. & Scherzer, T. (2011, July). Success indicators for an accelerated masters entry nursing program: Staff RN performance. Journal of Nursing Education, 49(7), 395-403.