Online videos are becoming more common with university synchronous and asynchronous learning approaches. As universities begin to extend their use of online instructional videos, greater emphasis needs to be placed on establishing relevance between the video’s instructional content and its application/transfer to workplace settings. In response to this need, a relevance intervention was designed, whereby a series of career-focused (C-F) videos featuring practitioner faculty were created and added to an undergraduate Health Administration course. The research questions guiding this study were: (a) How do online adult learners perceive the usefulness of career-focused videos and what video features contribute to those perceptions? and (b) What is the relationship between online adult learners’ perceptions of usefulness in career-focused videos, satisfaction with the career-focused video approach, and overall course satisfaction? Data were triangulated using end-of-video surveys (n = 125), an end-of-course survey (n = 99), and student interviews (n = 4). Data revealed that after being exposed to bi-weekly C-F videos, students reported strong positive perception of usefulness in the C-F videos and identified authenticity, contextualized examples, relevance, and knowledge checks as useful videos elements to support their learning. Correlation results between perceptions of usefulness, perceptions of satisfaction in the C-F video approach, and overall course satisfaction suggested a strong positive association between the three variables, thus indicating that C-F videos could prove to be a useful method for supporting the education to career connection among online adult learners.

Masters Entry into Professional Nursing (MEPN) students are entry level students in an accelerated nursing curriculum with a minimum requirement of a Bachelor’s degree in a non-nursing discipline. This qualitative descriptive study sought to explore the experiences of MEPN students during the program using the conceptual framework of Schon’s reflection-in-action and an associated lens of interprofessional education and practice. Nine participants were recruited using maximum variation sampling. Participants were all female, over the age of 21, all recent graduates of a MEPN program, with previous baccalaureate degrees in the sciences and humanities. Data were analyzed using directed content analysis. Participants identified five steps in the MEPN journey: (1) Choosing to Pursue Nursing, (2) Coming into MEPN, (3) Bridging Disciplines to Become a Nurse, (4) Reflecting on the Journey, and (5) Being a Nurse. They identified facilitators and barriers they encountered navigating the program and described the knowledge they brought from their prior discipline and provided examples of how they applied it in nursing practice during the MEPN program. The findings have significant implications for nursing practice and nursing education. The essential elements of Schon’s framework for effective problem solving were evident and necessary for building knowledge in practice. Participants recognized the need to think differently when solving professional practice problems consistent with the process of reflection-in-action. They acknowledged benefits and challenges of working with peers in interprofessional education and practice. Faculty can more purposefully use what students bring from other disciplines to support interprofessional relationships and reflection-in-action in clinical practice.