With better understanding of attributes comprising the clinical learning environment, nursing education programmes and healthcare agencies can collaborate to create meaningful clinical experiences and enhance student preparation for the professional nurse role.

While the dedicated education unit (DEU) clinical model is being increasingly integrated into prelicensure nursing programs, a lack of research investigating objective measures of this model is evident. Standardized test scores were compared between students who had a DEU experience and those completing the same rotation in a traditional model. Although no statistically significant differences were noted, some scores were higher for students in the DEU model. Findings suggest the DEU does not negatively impact scores, making it a valid alternative to the traditional model. Further research is needed as few studies have investigated objective outcomes for the DEU model.

Background: In response to the development of the Quality and Safety Education for Nurses (QSEN) competencies and noting lower standardized test scores, nursing faculty at a midwestern United States university developed three safety and quality labs throughout a traditional baccalaureate curriculum. Method: These labs intentionally integrated the QSEN competencies and occurred over three semesters of the nursing program. Students' learning activities aligned with the QSEN competencies and were leveled across the labs. Results: Throughout all the labs, all six QSEN competencies provided a framework for students to learn the knowledge, skills, and attitudes essential to the profession of nursing. Students spent most of their time in the labs learning the QSEN competency of safety, followed by teamwork and collaboration, quality improvement, patient-centered care, informatics, and evidenced-based practice. Conclusion: The QSEN competencies provided a framework to teach pre-licensure nursing students the knowledge, skills, and attitudes essential in the profession of nursing. Safety and Quality I focused on foundational skills and individual patient safety. Safety and Quality II introduced intermediate skills with an emphasis on safety. The third and final lab introduced students to advanced quality improvement, teamwork and collaboration, and system safety. After the completion of the labs, the students stated they had gained knowledge and confidence in the application of all six QSEN competencies. [ J Nurs Educ . 2021;60(9):526–528.]

N ursing faculty have a responsibility to teach principles of safe patient handling and mobility (SPHM) to protect patients and nurses. Work-related musculoskeletal disorders continue to be a serious risk to nurses that can lead to injury. The faculty of a prelicensure nursing program collaborated with an academic service partner at a local Veterans Administration (VA) Hospital to teach a class and laboratory on SPHM. The class addressed best practices of SPHM from national safety organizations, emphasizing the necessity of SPHM equipment for patient outcomes and nurse safety. Following the class, students participated in a laboratory onsite at the VA Hospital. Small groups of students completed hands-on practice with a variety of lift equipment. The equipment included ceiling lift devices, slings, stand assist devices, and bed positioning devices. The laboratory focused on principles of SPHM, including the importance of no-lift policies, the limitations and potential hazards of equipment, and basic ergonomic principles. The laboratory addressed the importance of communication with the patient and health care team members. This experience allowed students to practice SPHM skills that would not have been possible within the college of nursing simulation laboratory because of limited space and SPHM equipment. Academic service partnerships with institutions who are leaders in SPHM promote a culture for safe work practices and injury prevention.

Background Innovative teaching strategies in nursing education are essential with increasing enrollment. Collaborative learning and leadership (CLL) activities encourage near‐peer learning through mentorship between senior‐level and novice students while supporting teaching ratios in lab and clinical. In this study, senior nursing students' perceptions and performance during CLL activities were explored. Methods Final‐semester senior students participated in CLL activities and were evaluated on their leadership and engagement. Grading rubric results were summarized using descriptive statistics. Thematic analysis of students' post‐CLL reflections supported common themes. Results Students' average scores (97.53%) confirm students were prepared and engaged in CLL activities. Senior students enjoyed “building confidence” through these activities, with a consistent theme of “becoming a leader,” noted in reflections. Conclusion Near‐peer learning activities assisted senior students in development of leadership and communication skills, preparing them for nursing practice. Recommendations include developing instructions for varied CLL activities and exploring faculty perspectives regarding this experience.

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Objectives Preceptors support nursing students when transitioning to the professional nursing role. This study explored student perceptions of preceptor characteristics that promoted or hindered learning. Methods A Likert-scale survey including two open-ended questions was sent to 571 nursing students completing a preceptorship experience. Descriptive statistics were used to analyze responses to the Likert-scale items. Qualitative analysis was completed on the two exploratory questions to extract themes. Results Students rated the preceptor between 4=Very Good and 5=Outstanding for all items. No significant differences in scores were found when comparing results between programs. Themes assisting in learning included: increasing independence gradually and pushing out of comfort zone. Themes identified that hindered learning included: doubting self and being pushed aside. Conclusions Future implications include communicating preceptorship objectives and providing ways to apply research to practice. These findings can guide collaboration between academic and practice partners to assist with transition to practice.