Assessment of Nursing Student's Learning Outcomes and Employment Choice after the Implementation of a Senior Capstone Course

Rebeschi, Lisa M.; Aronson, Barbara

doi:10.2202/1548-923x.1775

Cited by 22 publications

(37 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In medical and nursing education, growing interest has recently been placed on using a rubric because rubrics help learners become thoughtful evaluators of their own (self-reflection) and others' work (feedback) and rubrics reduce the educational load of instructors. [19][20][21][22] The rubric components were scored according to the 4-level scale (4 = well done, 3 = slightly well done, 2 = not well done, and 1 = not done; Table 3). …”

Section: Rubricmentioning

confidence: 99%

Repeated Scenario Simulation to Improve Competency in Critical Care: A New Approach for Nursing Education

Abe

Kawahara

Yamashina

et al. 2013

American Journal of Critical Care

View full text Add to dashboard Cite

BackgroundIn Japan, nursing education is being reformed to improve nurses' competency. Interest in use of simulation-based education to increase nurses' competency is increasing.ObjectivesTo examine the effectiveness of simulation-based education in improving competency of cardiovascular critical care nurses.MethodsA training program that consisted of lectures, training in cardiovascular procedures, and scenario simulations was conducted with 24 Japanese nurses working at a university hospital. Participants were allocated to 4 groups, each of which visited 4 zones and underwent scenario simulations that included debriefings during and after the simulations. In each zone, the scenario simulation was repeated and participants assessed their own technical skills by scoring their performance on a rubric. Before and after the simulations, participants also completed a survey that used the Teamwork Activity Inventory in Nursing Scale (TAINS) to assess their nontechnical skills.ResultsAll the groups showed increased rubric scores after the second simulation compared with the rubric scores obtained after the first simulation, despite differences in the order in which the scenarios were presented. Furthermore, the survey revealed significant increases in scores on the teamwork scale for the following subscale items: “Attitudes of the superior” (P < .001), “Job satisfaction” (P = .01), and “Confidence as a team member” (P = .004).ConclusionsOur new educational approach of using repeated scenario simulations and TAINS seemed not only to enhance individual nurses' technical skills in critical care nursing but also to improve their nontechnical skills somewhat.

show abstract

Section: Rubricmentioning

confidence: 99%

Repeated Scenario Simulation to Improve Competency in Critical Care: A New Approach for Nursing Education

Abe

Kawahara

Yamashina

et al. 2013

American Journal of Critical Care

View full text Add to dashboard Cite

show abstract

“…Therefore, senior capstone course that combines classroom learning and preceptorship in clinical is developed implemented in some schools in the United States. Although this course did not show effects on achievement exams or nursing license exam, new graduates often remained at their capstone sites or units or capstone specialty [8] . Other researchers proposed that, with the use of preceptorships, effective transition programs help to enhance nurse students' clinical comfort, confidence, and competency levels [9] .…”

mentioning

confidence: 85%

Pregraduation clinical training program improves clinical competence of nurse students in Taiwan: An interventional study

Liou

Tsai

Cheng

2013

JNEP

View full text Add to dashboard Cite

Background: Recruiting and retaining new graduate nurses are high priorities for hospitals confronting nurse vacancy issues. However, new graduate nurses may not meet the professional entry-level expectations in providing safe patientcare skills. The purposes of this study were to evaluate the effectiveness of a nurse pregraduation clinical training program by measuring students' clinical competency levels, from the students' and the preceptors' perspectives, and by analyzing students' decision to continue working at the same hospital where they received their clinical practicum. Methods:This study utilized a pretest-posttest design. In the developed training program, students practiced as a registered nurse under the supervision of a nurse preceptor for 208 hours. The Clinical Competence Questionnaire was used. The pregraduate participants (N=571) consisted of three cohorts of students who were completing their final semester of a RN-to-BSN program. The preceptors (N=203) responsible for the students also completed questionnaires. Data were analyzed using descriptive statistics, Kolmogrov-Smirnov test, the Wilcoxon signed-rank test, and one-way ANOVA.Results: Students significantly increased their clinical competence after completing the training program. The preceptors generally rated the students with a high clinical competence score; however, the preceptors' scores were lower than the students' self-rated scores. The students' satisfaction with their preceptors positively influenced their decision to remain working in the hospital or unit where they received the practicum. Conclusion:New graduate nurses' transition in employment demands continuing support from the hospital, especially from preceptors who mentor them. To maintain the retention rate of nurses, hospitals are encouraged to offer a formal education program to preceptors regarding proper methods of mentoring pregraduates.

show abstract

“…Modeli se razlikujejo po časovnem obsegu dela v času študija, ki je lahko v obliki krajšega delovnega časa ali polne zaposlitve. Izsledki raziskav o študentih, ki sodelujejo v modelih zaposlovanja, poročajo, da študentsko delo v času študija pozitivno vpliva na pridobivanje kliničnih izkušenj in izboljšuje proces socializacije študentov v kliničnih okoljih (Gamroth, et al, 2006;Hoffart, et al, 2006;Rebeschi & Aronson, 2009). Kot navajajo rezultati intervjujev o delu študentov v času študija, so študenti zdravstvene nege v času študentskega dela obravnavani kot enakovredni člani, ki imajo iste pravice in dolžnosti kot zaposleni.…”

Section: Uvodunclassified

“…Models differ with regard to the duration of work during studies, which can be either part-time or full-time employment. Studies on student employment models report that student work has a positive impact on clinical experience and improves socialisation process in clinical environments (Gamroth, et al, 2006;Hoffart, et al, 2006;Rebeschi & Aronson, 2009). According to the results of interviews on student work, nursing students were treated as equal colleagues, and had the same rights and duties as employees.…”

Section: Introductionmentioning

confidence: 99%

Student work and nursing student's performance during study

Smajlović¹,

Kadivec²,

Skela-Savič³

2014

Obzor Zdrav Neg

View full text Add to dashboard Cite

Introduction: According to different studies, student work has both positive and negative effects on the academic performance of nursing students. The purpose of the study was to examine the effect of student work based on a sample of Slovenian nursing students. Methods: The method of non-experimental quantitative research with a sampling survey was used. 432 nursing students participated. The reliability of the questionnaire was determined by internal consistency analysis (from 0.608 to 0.753) and factor analysis. The data were collected in October and November 2012. Descriptive statistics, the chi-square test, correlation analysis and ANOVA were used for the statistical analysis. Results: Students of four higher education institutions did not provide statistically significant differences in the assessment of their financial status (p = 0.189). The number of hours of student work does not statistically correlate (p = 0.776) with the time for studying. The monthly total of the hours of student work revealed a statistically significant difference (p = 0.001), with students at higher education institution A stating the least hours of student work ( = 19.9), and students at higher education institution B stating the greatest amount of student work ( = 48.5). Discussion and conclusion: The monthly amount of hours of student work does not affect students' academic performance. Students opt for student work because they wish to acquire clinical experience, clinical practice, meet potential employers and improve their employment prospects after graduation. IZVLEČEKUvod: Različne raziskave omenjajo tako pozitivne kot negativne učinke študentskega dela na uspešnost študentov zdravstvene nege pri študiju. Namen raziskave je bil proučiti učinek študentskega dela na vzorcu slovenskih študentov zdravstvene nege. Metode: Uporabljena je bila metoda kvantitativnega neeksperimentalnega raziskovanja, podatki so bili zbrani s tehniko anketiranja. Sodelovalo je 432 študentov zdravstvene nege. Zanesljivost vprašalnika je bila ugotovljena z metodo analize notranje konzistentnosti (od 0,608 do 0,753) in s pomočjo faktorske analize. Podatki so bili zbrani oktobra in novembra 2012. Za statistično analizo je bila uporabljena opisna statistika, test hi -kvadrat, korelacijska analiza in ANOVA. Rezultati: Študentje štirih vključenih visokošolskih zavodov niso navedli statistično pomembnih razlik v oceni finančnega statusa (p = 0,189). Obseg študentskega dela nima statistično pomembne povezave (p = 0,776) s časom za študij. V številu mesečnih ur študentskega dela se je pojavila statistično pomembna razlika (p = 0,001), kjer so študentje z visokošolskega zavoda A navedli najmanj ur študentskega dela ( = 19,9), medtem ko so študenti visokošolskega zavoda B navedli največ ur študentskega dela ( = 48,5). Diskusija in zaključek: Mesečni obseg ur študentskega dela nima vpliva na uspešnost študentov pri študiju. Odločanje za študentsko delo temelji na izkušnjah iz klinične prakse, željah po pridobivanju kliničnih izkušenj, spoznavanju poten...

show abstract

Assessment of Nursing Student's Learning Outcomes and Employment Choice after the Implementation of a Senior Capstone Course

Cited by 22 publications

References 0 publications

Repeated Scenario Simulation to Improve Competency in Critical Care: A New Approach for Nursing Education

Repeated Scenario Simulation to Improve Competency in Critical Care: A New Approach for Nursing Education

Pregraduation clinical training program improves clinical competence of nurse students in Taiwan: An interventional study

Student work and nursing student's performance during study

Contact Info

Product

Resources

About