Veterans in Transition: Implications for Nurse Educators

Abstract

Recently the United States military has begun strategic reductions in force and as a result many veterans are utilizing education benefits to transition from combat to classroom. During this transitional period, veterans entering nursing programs may struggle to transition from the combat experience to the college campus. Barriers to transition can include stigma, difficulty with peer relationships, differences in military and nursing education structure, and personal and financial responsibilities. Regardless of these barriers, this population, which may include highly trained combat medics and corpsmen, may also bring assets gained through military training and experience that can enhance the nursing profession. These strengths include teamwork, perseverance, ability to focus on assignments, global awareness, and increased self-efficacy. Nursing education research is lacking in the area of combat veterans transitioning into nursing programs, prompting the concern that nursing education is not prepared to meet the needs of this unique population. Gaining better understanding of the barriers to transition and strengths gained through combat can aid the nurse educator in better meeting the needs of this unique population of students. Dyar.

Committing to my mission: Faculty experiences with student veterans in baccalaureate nursing education

“…This includes the physical and behavioral health challenges of today's veterans. In addition, publications exist addressing knowledge enhancement and understanding of military culture, as it may impact the transition to the college campus and student learning . Unfortunately, research also indicates faculty and staff in higher education lack knowledge related to military culture and experience, impacting an understanding of how to best facilitate learning for these students …”

“…Supported both in this study and in a number of anecdotal publications in higher education and nursing, strengths of veteran students include teamwork, work ethic, and leadership. 2,28 Faculty can capitalize on these traits by creating meaningful learning experiences and utilizing the right teaching strategies to transfer skills to the registered nurse role.…”

“…They face and must overcome, a number of challenges and barriers to be successful in degree attainment. Faculty play a role in facilitating this transition, both in and out of the classroom, and must consider student veterans' needs . Faculty are accountable to facilitate learning too, and preparation to engage with this student population is imperative.…”

“…In addition, publications exist addressing knowledge enhancement and understanding of military culture, as it may impact the transition to the college campus and student learning. 2,6,11 Unfortunately, research also indicates faculty and staff in higher education lack knowledge related to military culture and experience, impacting an understanding of how to best facilitate learning for these students. 12,13 Entry into nursing programs varies among service members and veterans depending on their previous educational background and accessibility to academic programs.…”

“…Numerous authors have proposed approaches to enhance nursing education programs to better meet student veterans' needs. 2,4,13,[16][17][18][19] Exemplars include the dedicated school of nursing military liaison support positions, educational events for faculty and staff to increase military cultural competence, academic advising by faculty knowledgeable of military culture, and accelerated programs to propel motivated students into the workforce expeditiously. 16,18 Of minimal focus in the literature, but of critical relevance, is preparing nursing faculty to teach student veterans.…”