Building the Evidence for Dedicated Education Unit Sustainability and Partnership Success

Mulready-Shick, JoAnn; Flanagan, Kathleen

doi:10.5480/14-1379

Cited by 30 publications

(22 citation statements)

References 15 publications

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“…Under the DEU model, RN preceptors can point out errors, how to anticipate errors, and initiate risk mitigation practices [46]. Providing opportunity for nursing students to be immersed in the interdisciplinary health care team, which encourages bi-directional communication, mutual respect, and shared decision making to achieve quality patient care [47,46]. This model for CLE appeals to millennial students' learning preference of experiential learning, motivation for reinforcement, collaborative attitude, and work style [48,49,46,50].…”

Section: Clinical Learning Environmentmentioning

confidence: 99%

“…By sharing a vision and mutual respect, the service academic collaboration of a DEU clinical model in literature has enhanced student professional competency, led to the recruitment of new graduate nurses, facilitated transition into practice, and shortened the orientation period for new hires. Within the health care organization, the DEU has increased patient satisfaction, fostered career ladder advancement of staff RNs into administration and educational roles, fostered a positive changes in teamwork, and offered incentives for quality improvements and research [55,41,56,57,34,58,47].…”

Section: Academic Service Partnershipmentioning

confidence: 99%

“…Highlights of the AACN report revealed (a) academic nursing is not aligned to be an equal partner in the administration of health care, (b) academic service alliances are not cultivated to the fullest capacity, and (c) funding of initiatives for program expansion is not readily available. Collaboration of academia with hospital organizations has mutual bene ts [47,16,53]. This alliance has been found to enhance clinical learning cultures, promote the generation of research, improve evidencebased patient care delivery, and allow for career development of the preceptor RN [47,16].…”

Section: Academic Service Partnershipmentioning

confidence: 99%

“…Collaboration of academia with hospital organizations has mutual bene ts [47,16,53]. This alliance has been found to enhance clinical learning cultures, promote the generation of research, improve evidencebased patient care delivery, and allow for career development of the preceptor RN [47,16]. Under the DEU model, students and patients become the bene ciaries of heightened professional, educational, and clinical practices [59].…”

Section: Academic Service Partnershipmentioning

confidence: 99%

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Evaluation of Clinical Practice Settings for Baccalaureate Nursing Students’ Development of Clinical Judgment

Galante¹

2020

Preprint

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Background: Recipients of health care in the 21st century demand excellent patient-centered care and outcomes. Leaders of health care organizations, as well as political and national organizations, have focused their attention to the readiness of newly graduated baccalaureate of science in nursing prepared nurses to care for patients. Bridging the gap from nursing science theory to professional practice remains a challenge for nursing programs. The purpose of this study was to evaluate the impact of the clinical learning practice settings on the individual student’s development of clinical judgment skills. Methods: This quantitative comparative pilot study evaluated the unlicensed BSN student’s ability to demonstrate safe and effective patient care before and after exposure to a clinical learning setting. This project involved applying a progressive simulation experience with a quantitative pretest (prior to clinical exposure) and posttest (after clinical exposure) to determine the impact of two nursing clinical learning models, a traditional clinical model and a dedicated education model, on individual students’ development of clinical judgment. Data was analyzed using SPSS version 24. Results: Students in the dedicated education clinical learning model demonstrated statistically significant change in the pre- and post-test scores improvement in their clinical judgment competency. Conclusions: Although both clinical models provided evidence in support of student development of the professional competency of clinical judgment, there is a need to continue to evaluate the long-term impact of this model on student learning outcomes.

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Section: Clinical Learning Environmentmentioning

confidence: 99%

Section: Academic Service Partnershipmentioning

confidence: 99%

Section: Academic Service Partnershipmentioning

confidence: 99%

Section: Academic Service Partnershipmentioning

confidence: 99%

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Evaluation of Clinical Practice Settings for Baccalaureate Nursing Students’ Development of Clinical Judgment

Galante¹

2020

Preprint

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“…Providing time and flexibility in workload when functioning as a CI could have a positive outcome on the future participation of the CIs in the DEU clinical experience. [19] However, the workload of the CIs in any future project should be carefully considered, as overload of the CIs in this project may have had a deleterious effect on program outcomes. Although increased pay was not an option in this project, the project planners believe that offering a stipend for working as a CI could have a positive effect on the outcomes.…”

Section: Clinical Instructorsmentioning

confidence: 99%

Pilot study of a dedicated education unit: Lessons learned

Polvado

Sportsman

Bradshaw

2015

JNEP

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Background and objective: Nursing programs in Australia, New Zealand, and the United States are implementing Dedicated Education Units (DEU) as an innovative approach to provide clinical experiences for undergraduate nursing students. In August 2014 a university in Texas received a state grant to institute a pilot implementation of a DEU as a means of increasing the number of pre-licensure nursing students in the BSN program. The following objectives were designed to provide structure to implement and evaluate the DEU project: (1) Develop and implement a DEU model for pre-licensure nursing clinical education in four medical-surgical courses, using two nursing units at a local regional hospital; (2) Test the effectiveness of the DEU model of clinical education for pre-licensure nursing students; and (3) Increase the number of BSN-prepared nurses serving as DEU Clinical Instructors who enroll in a MSN-Nurse Educator program by six in the first semester of the grant. Methods: A variety of methods were used to evaluate effectiveness of this project, including focus groups of participants; qualitative assessment of the project orientation process for students, faculty and staff; quantitative analysis of examination scores, course scores, competency evaluations, and enrollment data. Results: Project evaluation revealed some positive results; however, problems related to orientation and ongoing support were seen as a barrier to successful implementation. Work overload for the Clinical Instructors also negatively impacted the effectiveness of the project. The number of students involved in this project was dictated by the space available in the designated DEUs. Even though the small sample size was insufficient for a research study, the results of this project may be of interest to others implementing a DEU. Conclusions: This paper focuses on lessons learned from the implementation a DEU pilot project and provides a number of suggestions for addressing challenges. The analysis of the results of this pilot project and related recommendations to avoid or ameliorate the challenges may be instructive for other schools planning to initiate a DEU.

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Feasibility of supporting newly qualified nurses: Nominal group technique of the perspectives of nursing stakeholders

Ranse

Gray²,

McMillan³

et al. 2023

Collegian

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Building the Evidence for Dedicated Education Unit Sustainability and Partnership Success

Cited by 30 publications

References 15 publications

Evaluation of Clinical Practice Settings for Baccalaureate Nursing Students’ Development of Clinical Judgment

Evaluation of Clinical Practice Settings for Baccalaureate Nursing Students’ Development of Clinical Judgment

Pilot study of a dedicated education unit: Lessons learned

Feasibility of supporting newly qualified nurses: Nominal group technique of the perspectives of nursing stakeholders

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