Nursing programs which run over a condensed timeframe are gaining popularity as students can accomplish program objectives in a short time (American Association of College of Nursing, 2022; Lee & Song, 2021; Zajac & Lane, 2020). Accelerated nursing programs may offer courses in five to seven week intervals, as opposed to offering courses via the traditional 15-week semesters. Accelerated nursing students are frequently ambitious, self-motivated, and have prior success in higher education (American Association of Colleges of Nursing, 2022; Burke, 2019; Newell & Adam, 2022). They also tend to be older, more diverse, and have additional life experiences as well as multiple responsibilities outside of their program (Burke, 2019; Cipher & Urban, 2022; Jones et al., 2023). However, not all accelerated nursing students share these characteristics and learners can be studying in the accelerated format for the first time.

Many pathways and formats for accelerated nursing education exist, including pre-licensure and post-licensure offerings. Additionally, accelerated nursing programs are offered face-to-face, via blended/hybrid distance education, or through fully online formats (American Association of Colleges of Nursing, 2022; Jones et al., 2023). Although each pathway and format present challenges for learners, the fully accelerated online student is a population that is not well-studied.

Nurse learners who are studying in accelerated online programs can work in high-stress non-nursing or nursing positions, with various responsibilities competing for their time, energy, and attention. These students complete difficult coursework in relative isolation within tight timelines, while managing work and home duties (Cipher & Urban, 2022). For example, an associate degree in nursing program may offer 7-week courses covering complex, high-level important topics such as pathopharmacology. Such courses are essential in preparing graduates for the realities of nursing practice.

Adequately prepared nurses positively impact patient, nurse, and organizational outcomes, yet the accelerated online learner's unique academic, personal, and professional needs are not well-studied. Lack of available research means nurse educators may not be well-versed in specific strategies to support student success. Moreover, faculty may be switching to this modality without having adequate knowledge of how to best support this population. For example, an associate degree in nursing program may switch to an accelerated online format for didactic coursework. Using available literature and author expertise, this article offers approaches for educators as they work with accelerated online nursing learners. Specifically, educators should orient the learner, maximize flexibility, and design courses and programs with intention.