Ambulatory care education: Preparing nurses for the future of healthcare

Coburn, Caroline Varner; Gilland, Deena; Owen, Melissa; Amar, Angela Frederick

doi:10.1016/j.nedt.2018.03.015

Cited by 6 publications

(3 citation statements)

References 4 publications

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“…Typical is also a lack of preparation time and little or no chance for the students to pause and step out of the care encounter to discuss strategies or re ect on care situations that have occurred. The ambulance service has similar challenges to those faced in ambulatory care [9]. Historically, the ambulance service is an uncommon placement for clinical education in undergraduate nursing education due to the environment and lack of RNs working in the service.…”

Section: Clinical Education In the Ambulance Servicementioning

confidence: 99%

Assessment during clinical education among nursing students using two different assessment instruments.

Nilsson,

Masiello,

Broberger

et al. 2024

Preprint

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Background: Assessment of undergraduate students using assessment instruments in the clinical setting is known to be complex. The aim of this study was therefore to examine whether two different assessment instruments, containing learning objectives (LO`s) with similar content, results in similar assessments by the clinical supervisors and to explore clinical supervisors’ experiences of assessment regarding the two different assessment instruments. Method: A mixed-methods approach was used. Four simulated care encounter scenarios were evaluated by 50 supervisors using two different assessment instruments. 28 follow-up interviews were conducted. Descriptive statistics and logistic binary regression were used for quantitative data analysis, along with qualitative thematic analysis of interview data. Result: While significant differences were observed within the assessment instruments, the differences were consistent between the two instruments, indicating that the quality of the assessment instruments were considered equivalent. Supervisors noted that the relationship between the students and supervisors could introduce subjectivity in the assessments and that working in groups of supervisors could be advantageous. In terms of formative assessments, the Likert scale was considered a useful tool for evaluating learning objectives. However, supervisors had different views on grading scales and the need for clear definitions. The supervisors concluded that a complicated assessment instrument led to limited very-day usage and did not facilitate formative feedback. Furthermore, supervisors discussed how their experiences influenced the use of the assessment instruments, which resulted in different descriptions of the experience. These differences led to a discussion of the need of supervisor teams to enhance the validity of assessments. Conclusion: The findings showed that there were no significant differences in pass/fail gradings using the two different assessment instruments. The quantitative data suggests that supervisors struggled with subjectivity, phrasing, and definitions of the LO´s and the scales used in both instruments. This resulted in arbitrary assessments that were time-consuming and resulted in limited usage in the day-to-day assessment. To mitigate the subjectivity, supervisors suggested working in teams and conducting multiple assessments over time to increase assessment validity.

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Section: Clinical Education In the Ambulance Servicementioning

confidence: 99%

Assessment during clinical education among nursing students using two different assessment instruments.

Nilsson,

Masiello,

Broberger

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

“…There is increased emphasis on the quality and value of care being delivered in all settings, both inpatient and ambulatory 2 . Despite the increasing importance of ambulatory care, prelicensure nursing programs have been slow to integrate ambulatory care competencies that prepare graduates to practice outside the hospital 3 ; CNS education is no different. Although the CNS is well prepared to provide direct care and care coordination for complex patients while focused on the Triple Aim of population health, patient experience, and cost, 4 many CNS programs continue to emphasize care in hospital-based, acute care settings, potentially limiting readiness to step into ambulatory and community CNS roles.…”

Section: Background and Significancementioning

confidence: 99%

Developing New Clinical Nurse Specialist Educational Opportunities in Ambulatory Care Settings

et al. 2022

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The purpose of this project was to develop an ambulatory clinical practicum for clinical nurse specialist (CNS) students in rural and underserved Eastern North Carolina. Description of the Program:A 14-week clinical practicum was designed for CNS students who participated in a Health Resources and Services Administration Advanced Nursing Education Workforce grant-sponsored program entitled "Advanced Practice Registered Nurse RURAL Scholars Program." The objectives of the clinical practicum were to increase student competence in ambulatory care, identify critical knowledge and competencies in CNS ambulatory care, and determine potential opportunities for CNS practice in ambulatory settings. Outcome:Students demonstrated increased awareness and interest in specific health challenges faced by rural and underserved communities and became aware of services available for individuals with complex healthcare needs. Deficiencies in the CNS curricula regarding ambulatory care were identified by students. Although the value of the CNS in ambulatory practice was appreciated by students, staff, and preceptors alike, opportunities for employment in ambulatory settings in rural and underserved communities continue to remain a challenge. Conclusion:Student experiences in an ambulatory care CNS clinical practicum support the need for the development of knowledge and competencies in ambulatory care that will allow for the expansion of CNS practice in rural and underserved communities.

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“…Needed skills capitalize on traditional nursing roles including holistic care for prevention, health promotion, and education, as well as family support, population/panel management, complex care management, and transitional care 15. Recommended content and skills related to primary care include: care coordination and transitions management7,15–17; chronic disease management7,11,16,18–20; patient self-management for prevention15,16,20; interprofessional teamwork and team leadership7,15,16; telehealth8,16,17; informatics risk stratification16; leadership in the clinical environment8,16,19,21; quality improvement7,8,21; and social determinants of health, health disparities/health equity, and cultural competence 5,16,19,22. Population health is recommended to be infused broadly into curricula 23…”

Section: Introductionmentioning

confidence: 99%

Creating a Learning Plan for Prelicensure Students in Primary Care Clinical Experiences

et al. 2023

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Background: Registered nurses (RNs) working to the full scope of licensed practice can expand the capacity of the health care system and influence patient care quality. However, preparation of prelicensure nursing students to practice in primary care is particularly challenging due to curricular and practice site barriers. Approach: As part of a federally funded project to expand the primary care RN workforce, learning activities to teach key concepts of primary care nursing were designed and implemented. Students studied the concepts while placed in a primary care clinical setting and debriefed in a topical, instructor-facilitated, seminar. Current and best practices in primary care were explored, compared, and contrasted. Outcomes: Pre-and postsurveys revealed significant student learning related to selected primary care nursing concepts. Overall knowledge, skills, and attitudes increased significantly pre-to post-term. Conclusion: Concept-based learning activities can effectively support specialty nursing education in primary and ambulatory care settings.

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Ambulatory care education: Preparing nurses for the future of healthcare

Cited by 6 publications

References 4 publications

Assessment during clinical education among nursing students using two different assessment instruments.

Assessment during clinical education among nursing students using two different assessment instruments.

Developing New Clinical Nurse Specialist Educational Opportunities in Ambulatory Care Settings

Creating a Learning Plan for Prelicensure Students in Primary Care Clinical Experiences

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