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Background: Initially developed in Australia, Dedicated Education Unit (DEU) is an innovative approach to support the growth and development of nursing students while on clinical placement in the hospital setting. With the increasing number of nursing students requiring clinical placement, nursing needed to explore further ways to support students and preceptors in the clinical area. Methods: The study followed a sequential explanatory mixed-methods design to investigate participants' perceptions of the effectiveness of the DEU model in improving nursing students' learning experiences. The DEU model was implemented in 2 Abu Dhabi Health Services Company (SEHA) hospitals in Al Ain City, and feedback was obtained from both students and their preceptors via survey and focus group sessions. Results: The study showed positive results with students feeling supported to learn new knowledge and skills by their preceptors. Preceptors reported that they were better able to facilitate student placements in an environment that supported learning. Conclusion: The introduction of the DEU model has supported increasing numbers of students in the clinical area and provided an improved environment for learning.

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Introduction Clinical supervision is a crucial aspect of developing nursing students' knowledge, skills, and professional attitudes. The characteristics of clinical instructors have a significant role in the progress and transition of students into their future professional roles. Objective The study aimed to examine the behaviors of effective clinical instructors as perceived by nursing students and faculty members in the UAE. Methods The study followed a cross-sectional quantitative research design to explore nursing students' and faculty members' perceptions of clinical instructors' effective behaviors that facilitate students' clinical practice. Data were collected from a convenience sample of 147 nursing students and 17 faculty members who completed an online version of the study survey at four nursing programs in the UAE. Results Students rated personality ( M = 4.96, SD = 1.91) and teaching ability ( M = 4.94, SD = 1.96) as the highest behaviors for effective clinical instructor. They perceived effective clinical instructor to be organized ( M = 5.19, SD = 1.88), shows self-confidence ( M = 5.16, SD = 1.84), able to answer questions ( M = 5.16, SD = 1.90), emphasizes what is crucial to learn ( M = 5.11, SD = 1.81), and takes responsibility for his/her actions ( M = 5.11, SD = 1.90). While faculty members perceived effective clinical instructor to encourage a climate of mutual respect ( M = 5.56, SD = 1.27), be approachable ( M = 5.47, SD = 1.32), demonstrates clinical skill and judgment ( M = 5.53, SD = 1.46), takes responsibility for his/her actions ( M = 5.53, SD = 1.37), and be a good role model ( M = 5.47, SD = 1.32). Conclusion Understanding clinical instructors' effective behaviors and supporting them during students' clinical experiences inspire a productive teaching-learning environment that is crucial to improve students' motivation, expand their learning opportunities and improve their hands-on skills.

The challenges encountered by nursing graduates to pass the licensing exam entail considerable emotional and financial implications due to delayed employment and loss of employers' investment in graduates' preparation during orientation programs. The study aimed to identify the effectiveness of the remediation program by comparing students' performance in two comprehensive Exit Exams delivered before and after the program. A descriptive time-series evaluation design was followed to determine the effectiveness of the remediation program on students' performance. The study showed that students' overall performance improved after the delivery of the remediation program interventions. In conclusion, the use of interactive teaching strategies and formative assessments improves student nurses' overall academic performance and learning.