The Influence of Clinical Placements on Final Grades in an Undergraduate Nursing Course: A Comparative Study

2.50
Hdl Handle:
http://hdl.handle.net/10755/335553
Category:
Abstract
Type:
Presentation
Title:
The Influence of Clinical Placements on Final Grades in an Undergraduate Nursing Course: A Comparative Study
Author(s):
Mannix, Judy; Peters, Kath
Lead Author STTI Affiliation:
Xi Omicron
Author Details:
Judy Mannix, RN, BEd (Nsg), MN (Hons), j.mannix@uws.edu.au; Kath Peters, RN, BN (Hons), PhD;
Abstract:
Session presented on Friday, July 25, 2014: Purpose: The purpose of this presentation is to report the effects on nursing student academic performance of deferred clinical placements, outside scheduled teaching sessions. Increasing nursing student enrolments in undergraduate pre-registration courses, clinical workforce pressures, and changes to health service structures have resulted in more students attending clinical placements. Methods: Within a Bachelor of Nursing (BN) degree six subjects involving a graded clinical placement component were identified and included in the study. In all subjects, a proportion of enrolled students were routinely allocated a deferred clinical placement. Following ethics approval all student results from the six identified subjects offered in one calendar year were extracted from existing university data bases. These results included overall final grades and associated components, including theoretical grades, Objective Simulated Clinical Assessment (OSCA) results and clinical practicum evaluations. Once collected, all data were de-identified. In all, over 5500 individual student results from across the 3 years of the BN course were included in the data-set. Comparative analysis was undertaken to compare individual academic performance against the timing of clinical practicum. Results: Within the overall data-set more than 40% of all students were allocated a deferred clinical in at least one subject. The overwhelming majority of deferred clinical placements occurred immediately after finalisation of all theoretical and OSCA results. Overall, students who completed their clinical practicum as scheduled during teaching sessions achieved higher academic results than those who were allocated a deferred clinical placement. For those students who experienced a deferred clinical placement for one of their two clinical subjects during a single teaching session, academic performance was indicative of the timing of clinical placement. Conclusion: The results from this study reinforce the importance of clinical placement for undergraduate nursing students. Being able to integrate theoretical knowledge and an actual clinical practice context, within a nursing course, has been reflected in the academic performance of nursing students across a 3 year pre-registration course. Results from this study support the importance of praxis in the practice based discipline of nursing. It is imperative for providers of undergraduate pre-registration nurse education to ensure students undertake clinical placements when planned in a program of study.
Keywords:
clinical placement; theory/practice gap; undergraduate nursing
Repository Posting Date:
17-Nov-2014
Date of Publication:
17-Nov-2014
Conference Date:
2014
Conference Name:
25th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Hong Kong
Description:
International Nursing Research Congress, 2014 Theme: Engaging Colleagues: Improving Global Health Outcomes. Held at the Hong Kong Convention and Exhibition Centre, Wanchai, Hong Kong
Note:
This is an abstract-only submission. If the author has submitted a full-text item related to this abstract, you may find it by browsing the repository by author. If author contact information is availabe in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleThe Influence of Clinical Placements on Final Grades in an Undergraduate Nursing Course: A Comparative Studyen_GB
dc.contributor.authorMannix, Judyen_GB
dc.contributor.authorPeters, Kathen_GB
dc.contributor.departmentXi Omicronen_GB
dc.author.detailsJudy Mannix, RN, BEd (Nsg), MN (Hons), j.mannix@uws.edu.au; Kath Peters, RN, BN (Hons), PhD;en_GB
dc.identifier.urihttp://hdl.handle.net/10755/335553-
dc.description.abstractSession presented on Friday, July 25, 2014: Purpose: The purpose of this presentation is to report the effects on nursing student academic performance of deferred clinical placements, outside scheduled teaching sessions. Increasing nursing student enrolments in undergraduate pre-registration courses, clinical workforce pressures, and changes to health service structures have resulted in more students attending clinical placements. Methods: Within a Bachelor of Nursing (BN) degree six subjects involving a graded clinical placement component were identified and included in the study. In all subjects, a proportion of enrolled students were routinely allocated a deferred clinical placement. Following ethics approval all student results from the six identified subjects offered in one calendar year were extracted from existing university data bases. These results included overall final grades and associated components, including theoretical grades, Objective Simulated Clinical Assessment (OSCA) results and clinical practicum evaluations. Once collected, all data were de-identified. In all, over 5500 individual student results from across the 3 years of the BN course were included in the data-set. Comparative analysis was undertaken to compare individual academic performance against the timing of clinical practicum. Results: Within the overall data-set more than 40% of all students were allocated a deferred clinical in at least one subject. The overwhelming majority of deferred clinical placements occurred immediately after finalisation of all theoretical and OSCA results. Overall, students who completed their clinical practicum as scheduled during teaching sessions achieved higher academic results than those who were allocated a deferred clinical placement. For those students who experienced a deferred clinical placement for one of their two clinical subjects during a single teaching session, academic performance was indicative of the timing of clinical placement. Conclusion: The results from this study reinforce the importance of clinical placement for undergraduate nursing students. Being able to integrate theoretical knowledge and an actual clinical practice context, within a nursing course, has been reflected in the academic performance of nursing students across a 3 year pre-registration course. Results from this study support the importance of praxis in the practice based discipline of nursing. It is imperative for providers of undergraduate pre-registration nurse education to ensure students undertake clinical placements when planned in a program of study.en_GB
dc.subjectclinical placementen_GB
dc.subjecttheory/practice gapen_GB
dc.subjectundergraduate nursingen_GB
dc.date.available2014-11-17T13:54:50Z-
dc.date.issued2014-11-17-
dc.date.accessioned2014-11-17T13:54:50Z-
dc.conference.date2014en_GB
dc.conference.name25th International Nursing Research Congressen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationHong Kongen_GB
dc.descriptionInternational Nursing Research Congress, 2014 Theme: Engaging Colleagues: Improving Global Health Outcomes. Held at the Hong Kong Convention and Exhibition Centre, Wanchai, Hong Kongen_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item related to this abstract, you may find it by browsing the repository by author. If author contact information is availabe in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
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