Background: Nursing students in accelerated programs come from diverse cultural and educational backgrounds and must adapt to the academic rigor and rapid pace inherent in accelerated programs. The student must progress to a level of independence and self-regulation to become a lifelong learner. However, there is little evidence of the impact of an accelerated program on students’ self-regulation. Aims: To determine if: • Teaching for SRL improved students’ self-regulatory strategy use in an accelerated nursing program. • There are differences between international and domestic students’ motivational and learning strategy use. Methods: A quasi-experimental design using the Motivational Strategies for Learning Questionnaire (MSLQ) was employed to assess motivational behaviours and learning strategies of students before and after participating in instructional activities over the first semester of an accelerated program. Data from two open-ended questions were analysed using content analysis. Findings: Seventy-six students completed pre and post surveys. Student median scores were above average on motivational behaviours and learning strategies with a slight decrease post-intervention. High correlation of motivational behaviours and learning strategies of both groups were quantitatively identified and supported by qualitative data. At post-intervention, international students had statistically significantly lower task value and lower control of learning beliefs than domestic students. All median values for motivational behaviours and learning strategies decreased for both groups at post-intervention, except help-seeking which increased for domestic students. Discussion: This study demonstrated the complexity and cognitive load of condensed programs can be challenging, particularly for novice learners and international students. Conclusion: This study contributes to the research base for curriculum development and learning outcomes for students in accelerated programs beyond nursing.
- Accelerated program