Activities in Clinical. Educatio n for the Prelicensu. re Nursing. Student. The Role of Preparatory. Education for the Pre licensure Nursing.

Transcription

1 Activities in Clinical Educatio n for the Prelicensu The Role of Preparatory Activities in Clinical Education for the Pre licensure Nursing Student re Nursing Student Laureen Turner MSN, RN University of San Francisco

2 Learning Objectives Explore the role of pre clinical preparation (prelab) Discuss student perception of the prelab practice at the University of San Francisco Discover strategies for enhancing prelab to support clinical education

3 Introduction Learning laboratory Connects theory to practice. The clinical setting affords integration of: Theory Practice Meaningful learning Improved decision making in the clinical setting

4 Study Purpose To identify: Student perceptions of prelab benefits and challenges Opportunities to improve preclinical education at the University of San Francisco Future research needs relating to preclinical education

5 Research Questions What is the current practice of Prelab at the University of San Francisco? What are the student identified benefits? What challenges do students identify? What are opportunities for improvement?

6 Method Online survey Multiple choice and open-ended ed to 541 students 298 surveys returned (55% response rate)

7 RQ #1 Current Practice Instructor Assigned Patient Student Assigned Patient Unit Staff Assigned Patient No Prelab

8 Prelab Timing Day Before Day Of Clinical No Prelab

9 RQ #2 Benefits Literature Survey

10 Prelab Benefits from the Literature Connect theory to practice Enhance the clinical experience Ensure a productive encounter Improved patient safety Improved patient interactions

11 Prelab Benefits Student Perception 80% 70% 60% 50% 40% 30% 20% 10% 0% Prelab makes me safer Enhances critical thinking Improves Aids care ability to plan collect development relevant data Aids post conference discussion

12 RQ #3 Prelab Challenges Stress Anxiety Time Competing responsibilities Financial stressors

13 RQ #4 Strategies for Improvement Timing Instructor guidance Standardized tools Care Maps Standardized paperwork expectations

14 Future Research Needs Connect clinical preparation to student learning outcomes Connect student preparation to patient safety

15 Summary

16 Questions

17 References Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Routledge. Freedman, D., R. Pisani, R. Purves (1997) Statistics, Third Edition. City, State: W W Norton & Co Inc. Gubrud-Howe, P., & Schoessler, M. (2008). From random access opportunity to a clinical education curriculum. The Journal of Nursing Education, 47(1), 3 4. Hickey, M. T. (2010). Baccalaureate nursing graduates' perceptions of their clinical instructional experiences and preparation for practice. Journal of Professional Nursing, 26(1), doi: /j.profnurs Institute of Medicine. (2010). The future of nursing: Leading change, advancing health. Washington, DC: National Academic Press. Retrieved from Ironside, P. & McNelis, A., (2011). Transforming Clinical Education. Journal of Nursing Education. 50(3) DOI: / MacIntyre, R. C., Murray, T. A., Teel, C. S., & Karshmer, J. F. (2009). Five recommendations for prelicensure clinical nursing education. Journal of Nursing Education, 48(8), doi: McCoin, D. W., & Jenkins, P. C. (1988). Methods of assignment for preplanning activities (advance student preparation) for the clinical experience. Journal of Nursing Education, 27(2), Nielsen, A. E., Noone, J., Voss, H., & Mathews, L. R. (2013). Preparing nursing students for the future: an innovative approach to clinical education. Nurse Education in Practice, 13(4), doi: /j.nepr Pereira, & Radunz, V. (2011) Stress in nursing students and patient safety. Revista Enfermagem UERJ, 19(4), Ulfvarson, J., & Oxelmark, L. (2012). Developing an assessment tool for intended learning outcomes in clinical practice for nursing students. Nurse Education Today, 32(6), doi: /j.nedt Wolf, Z., Beitz, J., Peters, M., & Wieland, D. (2009). Teaching baccalaureate nursing students in clinical settings: development and testing of the Clinical Teaching Knowledge Test. Journal Of Professional Nursing, 25(3), doi: /j.profnurs Villafuerte, A. (1996). Structured clinical preparation time for culturally diverse baccalaureate nursing students. International Journal of Nursing Studies, 33(2),

18 Disclosure Authors of this presentation state no conflict of interest in the preparation of this material. For further information or questions, please contact: Laureen Turner MSN, RN Univeristy of San Francisco