Outcomes of a Collaborative Capstone Clinical Education Practicum

2.50
Hdl Handle:
http://hdl.handle.net/10755/316843
Category:
Abstract
Type:
Presentation
Title:
Outcomes of a Collaborative Capstone Clinical Education Practicum
Author(s):
Jessee, Mary Ann
Lead Author STTI Affiliation:
Iota
Author Details:
Mary Ann Jessee, MSN, RN, email: mary.a.jessee@vanderbilt.edu
Abstract:

Poster presented on: Saturday, April 5, 2014, Friday, April 4, 2014

Background: Current models of US clinical education are not producing practice-ready new graduate nurses. Evidence shows that collaborative clinical learning models contribute to higher student, preceptor, and faculty satisfaction with clinical education and promote improved student outcomes. The extent to which a collaborative clinical learning model will improve student outcomes and confidence for nursing practice in the US nursing education system is unknown.

Methods: A mixed-methods: Quasi-experimental, 2 group, pre- and post-test design with thematic content analysis was used to describe and compare student perception of learning experiences in a modified-preceptorship model and a traditional group model of clinical education, describe and compare preceptor and faculty satisfaction with the clinical learning environment in a modified-preceptorship model and a traditional group model of clinical education, and describe and compare student confidence for nursing practice in a modified-preceptorship model and a traditional group model of clinical education on 4 medical/surgical units at a 600+ bed Magnet designated University Medical Center. The sample consisted of nursing students in the final clinical course of an accelerated Baccalaureate equivalent pathway to MSN program, staff-nurse preceptors, and university-employed nurse educators.

Results: Initial analysis of data indicates positive student, preceptor, and faculty satisfaction as well as positive correlations between collaborative model and confidence for practice. Analysis is ongoing at this time.

Conclusions: To be determined.

Keywords:
Collaborative Models; Student Confidence; Clinical Education
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
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription.  Contact your library for assistance in obtaining the as-published article

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleOutcomes of a Collaborative Capstone Clinical Education Practicumen_GB
dc.contributor.authorJessee, Mary Annen_GB
dc.contributor.departmentIotaen_GB
dc.author.detailsMary Ann Jessee, MSN, RN, email: mary.a.jessee@vanderbilt.eduen_GB
dc.identifier.urihttp://hdl.handle.net/10755/316843-
dc.description.abstract<p>Poster presented on: Saturday, April 5, 2014, Friday, April 4, 2014</p><em>Background</em>: Current models of US clinical education are not producing practice-ready new graduate nurses. Evidence shows that collaborative clinical learning models contribute to higher student, preceptor, and faculty satisfaction with clinical education and promote improved student outcomes. The extent to which a collaborative clinical learning model will improve student outcomes and confidence for nursing practice in the US nursing education system is unknown. <p><em>Methods</em>: A mixed-methods: Quasi-experimental, 2 group, pre- and post-test design with thematic content analysis was used to describe and compare student perception of learning experiences in a modified-preceptorship model and a traditional group model of clinical education, describe and compare preceptor and faculty satisfaction with the clinical learning environment in a modified-preceptorship model and a traditional group model of clinical education, and describe and compare student confidence for nursing practice in a modified-preceptorship model and a traditional group model of clinical education on 4 medical/surgical units at a 600+ bed Magnet designated University Medical Center. The sample consisted of nursing students in the final clinical course of an accelerated Baccalaureate equivalent pathway to MSN program, staff-nurse preceptors, and university-employed nurse educators. <p><em>Results</em>: Initial analysis of data indicates positive student, preceptor, and faculty satisfaction as well as positive correlations between collaborative model and confidence for practice. Analysis is ongoing at this time. <p><em>Conclusions</em>: To be determined.en_GB
dc.subjectCollaborative Modelsen_GB
dc.subjectStudent Confidenceen_GB
dc.subjectClinical Educationen_GB
dc.date.available2014-05-13T16:43:47Z-
dc.date.issued2014-05-13-
dc.date.accessioned2014-05-13T16:43:47Z-
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
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription.  Contact your library for assistance in obtaining the as-published articleen_GB
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