Evaluation of the clinical hour requirement and attainment of core clinical competencies by nurse practitioner students

Hallas, Donna; Biesecker, Babette; Brennan, Mary M.; Newland, Jamesetta; Haber, Judith

doi:10.1111/j.1745-7599.2012.00730.x

Cited by 32 publications

(14 citation statements)

References 15 publications

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“…As the average length of time spent with patients increased, participants reported a decreased number of times that they were able to implement PCC, EBP, QI, and professionalism. This finding supports the existing evidence [18][19][20][21][22] that suggested students benefitted from purposeful, high-quality, clinical education experiences as opposed to accumulating a quantity of hours or time at clinical education sites.…”

Section: Discussion Patient Encounter Lengthsupporting

confidence: 81%

“…They determined that the CCs were included superficially and in an unconscious manner, without purposeful direction or intention. Additionally, evidence 19 from nursing programs whose clinical education components were based on quantity of time versus those directed by the achievement of clinical competencies further supported these findings. Clinical hour requirements cannot predict comprehensive exposure to all the CCs necessary for entry into professional practice.…”

supporting

confidence: 67%

“…Clinical hour requirements cannot predict comprehensive exposure to all the CCs necessary for entry into professional practice. 19 Both studies demonstrated the need for purposeful and comprehensive inclusion of CCs in the clinical education component of health care professions.…”

mentioning

confidence: 99%

“…17 The manner in which the CCs can be incorporated into clinical education has also been examined in health care fields such as medical education 18 and nursing. 19 Researchers 18 in an exploratory qualitative study examined medical residency programs to learn if and how CCs were addressed during supervision within the residency experience. They determined that the CCs were included superficially and in an unconscious manner, without purposeful direction or intention.…”

mentioning

confidence: 99%

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Athletic Training Student Core Competency Implementation During Patient Encounters

Cavallario

Lunen

Hoch

et al. 2018

Journal of Athletic Training

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Context: Health care research evidence suggests that early patient encounters (PEs), as well as the purposeful implementation of professional core competencies (CCs), for athletic training students (ATSs) may be beneficial to their ability to provide care. However, no investigators have related facets of the clinical education experience with CC implementation as a form of summative assessment of the clinical experience.Objective: To determine the relationship between the frequency and length of PEs, as well as the student's role and clinical site during PEs, and the students' perceived CC implementation during these encounters.Design: Cross-sectional study. Setting: Professional athletic training program, National Collegiate Athletic Association Division I institution.Patients or Other Participants: We purposefully recruited 1 athletic training program that used E*Value software; 40 participants (31 females, 9 males) enrolled in the professional phase (12 first year, 14 second year, 14 third year) participated.Intervention(s): Participants viewed a 20-minute recorded CC educational module followed by educational handouts, which were also posted online for reference throughout the semester. The E*Value software was used to track PEs, including the type of encounter (ie, actual patient, practice encounter, didactic practice scenario), the type of site where the encounter occurred (university, high school), and the participant's role (observed, assisted, performed), as well as responses to an added block of questions indicating which, if any, of the CCs were implemented during the PE.Main Outcome Measure(s): Variables per patient were PE length (minutes), participant role, site at which the encounter occurred, and whether any of the 6 CCs were implemented (yes/ no). Variables per participant were average encounter length (minutes), encounter frequency, modal role, clinical site assignment, and the number of times each CC was implemented. Separate 1-way analyses of variance were used to examine the relationships between role or clinical site and implementation of total number of CCs. Multiple linear regressions were used to determine how the average length and frequency of PEs were related to the average and total number of implemented CCs. Binary logistic regression models indicated how the length of each encounter, role of the participant, and type of clinical site related to the implementation of each CC.Results: The roles of participants during PEs were related to their ability to implement the total number of CCs (F ¼ 103.48, P , .001). Those who observed were likely to implement fewer total CCs than those who assisted (M diff ¼ À0.29, P , .001); those who assisted were likely to implement more total CCs than those who performed (M diff ¼ 0.32, P , .001). Frequency of encounters was the only significant variable in the model examining all independent variables with CC implementation (b 4,32 ¼ 3.34, t ¼ 9.46, P , .001).Conclusions: The role of the student, namely assisting during PEs, and the volume of PEs shou...

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Section: Discussion Patient Encounter Lengthsupporting

confidence: 81%

supporting

confidence: 67%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Athletic Training Student Core Competency Implementation During Patient Encounters

Cavallario

Lunen

Hoch

et al. 2018

Journal of Athletic Training

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“…Other papers have examined specific aspects of practice such as communication but do not specifically mention competencies (Curtis et al, ), while some have linked a specified number of hours to the development of core clinical competencies (Hallas et al, ). Hallas et al () report that 500 clinical hours correlates to populations, skills performed, required levels of decision‐making and expected diagnoses but concede that they could not establish if these clinical hour requirements translate to exposure to all core competencies for entry into practice. The authors suggest that more performance‐related assessments could be used such as case‐based evaluations, simulations or objective structured clinical examinations (OSCEs) to evaluate clinical competencies.…”

Section: Resultsmentioning

confidence: 99%

A rapid review of educational preparedness of advanced clinical practitioners

Dover

Lee

Raleigh

et al. 2019

Journal of Advanced Nursing

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Aim The aim of this study was to synthesize available data on current educational provision related to preparation for the advanced clinical practice role. Design A mixed methods rapid review of the literature. Data Sources A search of Ovid Medline and Ovid EMBASE for English language papers published 2006–2018 resulted in 38 publications, which met the criteria for inclusion. Review Methods Using Tricco's seven‐stage process, following an identification of relevant papers and data extraction, a data‐based convergent synthesis was used to convert quantitative papers into qualitative data prior to completing a narrative synthesis. Results The four themes identified from data synthesis were consolidation; theory to practice gap; competency and mentoring. A lack of preparedness for new advanced clinical practitioners completing an educational programme was noted with a need identified for a clinically focussed consolidation period to enable practitioners to develop their skills under supervision in the clinical environment. Conclusion As the needs for different models of health care evolve with the expansion of advanced practice, appropriate education and clinical supervision are important aspects in the delivery of programmes that allow individuals to be competent and confident practitioners providing safe and effective health care. Impact There is a paucity of papers on educational preparedness of advanced clinical practitioners. Our findings demonstrate a lack of preparedness and the need for a clinically focussed consolidation period with good role models and mentors following completion of a Master's programme. Employers and higher education institutions need to ensure a protected period of time is available for newly qualified advanced clinical practitioners to allow consolidation of clinical practice.

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