Student Perceptions, Experiences and Outcomes in Two Studies of Precepted and Traditional Clinical Learning Environments

2.50
Hdl Handle:
http://hdl.handle.net/10755/316832
Category:
Full-text
Type:
Presentation
Title:
Student Perceptions, Experiences and Outcomes in Two Studies of Precepted and Traditional Clinical Learning Environments
Author(s):
Hendricks, Susan M.; DeMeester, Debbie; Wallace, Linda
Lead Author STTI Affiliation:
Alpha
Author Details:
Susan M. Hendricks, EdD, RN, CNE, email: shendric@iu.edu; Debbie DeMeester, PhD, RN, CNE; Linda Wallace, EdD, MSN, RN, CNE, NEA-BC
Abstract:

Session presented on: Friday, April 4, 2014

As health care increases in complexity, clinical learning continues remains a critical issue in nursing education. This session compares the findings from two similar studies undertaken at two Midwestern public universities with comparable curricula, each with a different precepted clinical model. Both studies considered student perceptions of learning facilitation, practice opportunities with skills, and learning outcomes in the related didactic coursework among students in the precepted and traditional model groups. The first study considered a precepted clinical learning model in which students were placed in a single health care system and worked with preceptors from that agency with a consistent faculty member for multiple semesters. In this study students in the precepted model reported more “hands on” practice across many of the skills, and in the first semester of the program, perceived more support and satisfaction with the clinical experience than those in traditional clinical groups.  In the second study, students in dedicated education units (DEU) were compared with students in a hybrid/combination model and a traditional clinical. Like the first study, students in the DEU reported more psychomotor skills opportunities. Student satisfaction was uniformly high across groups.  In both studies, student learning outcomes measured by standardized examinations were compared with no significant differences. Both studies additionally sought qualitative student remarks, which provided a rich context for considering student perceptions of their learning environments. As it is critical to create graduates who have developed the knowledge, thinking skills and psychomotor capacity needed to practice effectively, this session will compare and contrast positive and non-significant findings from these two studies, complementing this analysis with qualitative student perceptions. Conclusions will be drawn regarding advantages of precepted clinical models, and the areas where both innovative and traditional clinical models fall short. Next steps in the study of clinical learning environments will be explored.
Keywords:
clinical education; research; precepted
Repository Posting Date:
13-May-2014
Date of Publication:
13-May-2014
Conference Date:
2014
Conference Name:
Nursing Education Research Conference 2014
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing; National League of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
Nursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolis

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryFull-texten_GB
dc.typePresentationen_GB
dc.titleStudent Perceptions, Experiences and Outcomes in Two Studies of Precepted and Traditional Clinical Learning Environmentsen_GB
dc.contributor.authorHendricks, Susan M.en_GB
dc.contributor.authorDeMeester, Debbieen_GB
dc.contributor.authorWallace, Lindaen_GB
dc.contributor.departmentAlphaen_GB
dc.author.detailsSusan M. Hendricks, EdD, RN, CNE, email: shendric@iu.edu; Debbie DeMeester, PhD, RN, CNE; Linda Wallace, EdD, MSN, RN, CNE, NEA-BCen_GB
dc.identifier.urihttp://hdl.handle.net/10755/316832-
dc.description.abstract<p>Session presented on: Friday, April 4, 2014</p>As health care increases in complexity, clinical learning continues remains a critical issue in nursing education. This session compares the findings from two similar studies undertaken at two Midwestern public universities with comparable curricula, each with a different precepted clinical model. Both studies considered student perceptions of learning facilitation, practice opportunities with skills, and learning outcomes in the related didactic coursework among students in the precepted and traditional model groups. The first study considered a precepted clinical learning model in which students were placed in a single health care system and worked with preceptors from that agency with a consistent faculty member for multiple semesters. In this study students in the precepted model reported more “hands on” practice across many of the skills, and in the first semester of the program, perceived more support and satisfaction with the clinical experience than those in traditional clinical groups.  In the second study, students in dedicated education units (DEU) were compared with students in a hybrid/combination model and a traditional clinical. Like the first study, students in the DEU reported more psychomotor skills opportunities. Student satisfaction was uniformly high across groups.  In both studies, student learning outcomes measured by standardized examinations were compared with no significant differences. Both studies additionally sought qualitative student remarks, which provided a rich context for considering student perceptions of their learning environments. As it is critical to create graduates who have developed the knowledge, thinking skills and psychomotor capacity needed to practice effectively, this session will compare and contrast positive and non-significant findings from these two studies, complementing this analysis with qualitative student perceptions. Conclusions will be drawn regarding advantages of precepted clinical models, and the areas where both innovative and traditional clinical models fall short. Next steps in the study of clinical learning environments will be explored.en_GB
dc.subjectclinical educationen_GB
dc.subjectresearchen_GB
dc.subjectprecepteden_GB
dc.date.available2014-05-13T16:43:30Z-
dc.date.issued2014-05-13-
dc.date.accessioned2014-05-13T16:43:30Z-
dc.conference.date2014en_GB
dc.conference.nameNursing Education Research Conference 2014en_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.hostNational League of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.descriptionNursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolisen_GB
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