The effectiveness of clinical education models for undergraduate nursing programs: A systematic review

Jayasekara, Rasika; Smith, Colleen; Hall, Catherine; Rankin, Elaine; Smith, Morgan; Visvanathan, Vicky; Friebe, Terry-Renette

doi:10.1016/j.nepr.2017.12.006

Cited by 78 publications

(55 citation statements)

References 19 publications

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“…Cost savings, time flexibility, and content utility are benefits of this module in the delivery of communication instruction that is rigorous and evidence based. A recent review of undergraduate nursing programs concluded that continuing education models provide greater engagement and enhanced learning [21]. Although clinical communication skills are preferably and systematically taught by the clinical preceptor model, research has shown that this teaching strategy is limited by busy clinicians who often struggle to meet patient caseloads while also serving as preceptors to nursing students, sidelining content about family and patient communication [21].…”

Section: Discussionmentioning

confidence: 99%

Caring for Family Caregivers: a Pilot Test of an Online COMFORT™ SM Communication Training Module for Undergraduate Nursing Students

et al. 2018

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Family caregivers who provide care and support to cancer patients experience distress, burden, and decreased quality of life as a result of caregiving. Caregivers often turn to nurses for support, however there is little training available for nurses on how to care for the family caregiver. Undergraduate nursing students have a high need to learn about engaging caregivers in care, but little content is presented to fulfill that need. Derived from the COMFORT TM SM communication curriculum, we developed a one-hour online educational module specifically addressing communication with family caregivers of cancer patients. Undergraduate nursing students (n=128) from two accredited nursing programs completed a survey at the beginning and end of the module, in addition to answering unfolding response opportunities within the module. There was a significant increase in communication knowledge, attitude, behaviors (p,<.000) in post-test responses for students across all years of study. Knowledge based on responses to case study scenarios were more than 75% correct. Student open-ended responses to case-based scenarios featured in the module revealed student mastery and ability to apply module content (range, 40%-56% across four scenarios). This online COMFORT TM SM communication training module is an innovative online cancer education tool for teaching about communication with family caregivers. Conflict of Interest: The authors report no conflict of interest. Compliance with Ethical Standards: The authors disclose no conflicts of interest. Research involving human participants was approved by the University. Informed consent was obtained from all individual participants included in the study. All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

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Section: Discussionmentioning

confidence: 99%

Caring for Family Caregivers: a Pilot Test of an Online COMFORT™ SM Communication Training Module for Undergraduate Nursing Students

et al. 2018

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“…[5] Although increased attention is now being given to alternative practice learning models, [6] more than 150 years since the first formal nurse education programmes were established [7] there is still only limited evidence available regarding exactly what creates a good placement. [8] As a result, within both nursing [9][10][11][12] and other health and social care disciplines [4,[13][14][15][16][17] there have been calls for further research to identify the most effective practice learning models.…”

Section: Introductionmentioning

confidence: 99%

“…Stephenson [26] asserts that the clinical education framework in a programme is one of three key factors which affect placement learning experiences, the other two being the specific characteristics of the practice learning environment and the quality of student supervision. Nevertheless, many of the different practice learning models described and evaluated in nursing literature, for example the 'clinical education unit', [12] 'clinical partnership', [11] 'cluster', [2] 'collaborative learning unit' [27] and 'team preceptorship' [28] models, focus solely on the supervisory practices of clinicians and educators and therefore fail to consider any potential influence of the duration and intensity of a practicum on the nature of the student's clinical learning experience. As Cleak and Zuchowski [29] comment, quality supervision can be present or absent in practice education within any placement model and since 'the location and structure of placements may affect outcomes', [30] arguably it is equally important to examine both variables.…”

Section: Introductionmentioning

confidence: 99%

“Yes, the type of student supervision matters, but what about the placement structure?” - A critical realist review of block and integrated practice learning models within pre-registration nursing programmes

Coleman

2020

JNEP

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This paper highlights the importance of effective clinical experiences for pre-registration nursing students and the wealth of published work associated with practice learning, particularly regarding approaches to student supervision during a practicum. It draws attention to frequent calls within nursing literature for longer placements; many of which fail to either identify the perceived benefits of such change or state whether a longer practicum should involve increased practice learning hours or redistribute existing hours over an extended period; key omissions given the resource-intensive nature of providing these educational opportunities. It also highlights a paucity of research regarding the effect of placement duration and intensity on clinical learning and that practicum design is commonly shaped by custom, practice, operational and financial considerations rather than a sound educational rationale. A Critical Realist review of studies associated with two fundamental placement structures, the block, and integrated models, is offered to consider their strengths and limitations. Moreover, work that evaluates initiatives offering students paid employment in caring roles undertaken alongside a pre-registration programme and therefore displaying similarities to the integrated practice learning model are examined. The review concludes that, as yet, there is insufficient empirical evidence to recommend the targeted application of either a block or integrated placement model within any specific part of a pre-registration nursing programme, calls for greater consistency in the language of placement structure and outlines the author’s own current work contributing to the extremely limited body of knowledge available regarding this aspect of curriculum design within nurse education.

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“…[2] To date, there is lack of evidence identifying the effectiveness of this model as "best practice" with respect to student learning and patient safety. [3] Students and faculty who participate in TCM often report limited time available for individual student teaching and supervision, being viewed by clinical staff as visitors, and lack of professional role development. [2] The most concerning challenge of the TCM cited in the literature is the inability of the faculty to effectively balance student learning and patient safety.…”

Section: Introductionmentioning

confidence: 99%

Dedicated Education Unit: Improving graduating nursing students’ preparedness for practice

Vargas

Dimino

Mullen

2020

JNEP

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Background and Objective: Majority of new graduate nurses are not adequately prepared to assume the dynamic and complex role of today’s professional nurse. The Dedicated Education Unit (DEU) is a clinical teaching model developed in response to the limitations of traditional clinical model (TCM). The aim of the study is to examine the readiness for practice and level of confidence in clinical decision making among graduating nursing students in the DEU and compare it with the students in the TCM.Methods: A pre-test/post-test design was used. The Casey-Fink Readiness for Practice was utilized in the pre and post-test surveys and the Nursing Anxiety and Self-Confidence in Clinical Decision-Making was used in the post test. Data were analyzed in aggregate and pre-test scores were compared to post-test scores at the cohort level using t-test.Results: The pre-test results showed no significant difference between the DEU and TCM groups. However, the post-test results showed higher levels of readiness for practice and higher self-confidence and lower anxiety in clinical decision making among the DEU students.Conclusions: The study provides evidence on the impact of the DEU in providing graduating nursing students with high quality clinical education to better prepare them for practice.

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The effectiveness of clinical education models for undergraduate nursing programs: A systematic review

Cited by 78 publications

References 19 publications

Caring for Family Caregivers: a Pilot Test of an Online COMFORT™ SM Communication Training Module for Undergraduate Nursing Students

Caring for Family Caregivers: a Pilot Test of an Online COMFORT™ SM Communication Training Module for Undergraduate Nursing Students

“Yes, the type of student supervision matters, but what about the placement structure?” - A critical realist review of block and integrated practice learning models within pre-registration nursing programmes

Dedicated Education Unit: Improving graduating nursing students’ preparedness for practice

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