Evaluation Outcomes of a Dedicated Education Unit in a Baccalaureate Nursing Program

Rhodes, Mattie L.; Meyers, Claire C.; Underhill, Meghan L.

doi:10.1016/j.profnurs.2011.11.019

Cited by 57 publications

(28 citation statements)

References 20 publications

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“…The one-on-one instruction of the DEU model allows students to assume increased accountability for patient care [44,20,45]. 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].…”

Section: Clinical Learning Environmentmentioning

confidence: 99%

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%

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

Galante¹

2020

Preprint

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“…One potential solution to the shortage of perioperative clinical sites may include the addition of perioperative settings as part of dedicated education units (DEUs). A DEU is a clinical unit in which academic faculty members partner with managers and clinical nurses to develop an optimal teaching/learning environment in a patient care unit to establish educational partnerships between nurses and students 18 . Nurses participating in the program receive mentorship from faculty members and resources necessary to develop their teaching skills and are primarily responsible for the clinical education of nursing students in their unit 18 .…”

Section: The Family‐centered Care Modelmentioning

confidence: 99%

“…A DEU is a clinical unit in which academic faculty members partner with managers and clinical nurses to develop an optimal teaching/learning environment in a patient care unit to establish educational partnerships between nurses and students 18 . Nurses participating in the program receive mentorship from faculty members and resources necessary to develop their teaching skills and are primarily responsible for the clinical education of nursing students in their unit 18 . Nursing students benefit from exposure to subspecialty areas, such as pediatric surgical care, which introduces them to a specialty they may otherwise be unfamiliar with and could influence their decision to seek employment in that area.…”

Section: The Family‐centered Care Modelmentioning

confidence: 99%

Addressing Differences and Challenges in the Pediatric Perioperative Setting

Terry¹,

Crego²

2016

AORN Journal

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T his special issue of the AORN Journal highlights articles related to the care of pediatric patients and timely information related to succession planning for the specialty setting aimed to quell the projected critical perioperative nursing shortage. It is our hope that this issue, in addition to providing readers with information they can immediately apply in practice, will inform readers interested in improving pediatric perioperative care through focused quality and research initiatives. This special issue features excellent articles that those who care for pediatric surgical patients on a daily basis or only on occasion will find applicable.Caring for pediatric patients often involves caring for the entire family. Providing family-centered care is a growing trend in hospitals, especially in pediatric settings. 1,2 Familycentered care is a collaborative approach that integrates the strengths, cultures, traditions, and expertise of both the patient and his or her family into all aspects of medical care, with a goal of improving outcomes. 3 The use of a family-centered perioperative pediatric care model incorporates all components of the child's care, including the preoperative period (eg, preparation for surgery), the intraoperative period (eg, management strategies), and the postoperative period (eg, pain management and recovery at home). 2 To effectively implement the family-centered care model, the institution must employ an adequate number of health care providers who understand the pediatric specialty and can provide optimal perioperative care to this population.

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“…Chuan and Barnett [6] demonstrate that there is a potential for students to develop and learn in learning environments if there are factors that can enhance the learning process. Dedicated Education Units (DEU) as a kind of learning environment, have shown to generate a greater satisfaction among students compared with a traditional supervision model, or traditional units [7,8] .…”

Section: Literature Reviewmentioning

confidence: 99%

Student nurses’ experiences of how caring and learning is intertwined – A phenomenological study

Eskilsson

Hörberg

Ekebergh

et al. 2013

JNEP

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Background: Clinical studies in nursing education ought to create conditions for the students to link theory to praxis. Previous research in this field focuses on the gap between theory and practice, learning environments, supervision and reflection connected to caring and learning. In addition there are studies that propose the concept of learning and caring as intertwined. The aim of this study is to describe how caring and learning is intertwined from a student perspective. Methods:The study was carried out using Reflective Lifeworld Research (RLR) with a phenomenological approach. Lifeworld interviews were conducted with students after their clinical placement on a Dedicated Education Unit (DEU). Results:The essential meaning is a movement where caring and learning fall into place which appears in an atmosphere filled with appealing challenges, but has to be sensitive to the students' readiness. The atmosphere depends on their sense of security and how they experience confirming and affirming responses. Encountering the patient means that the students can gain a sense of the whole and the theory falls into place. The results also highlight how the student, in this atmosphere, has a desire to find a new role in a personal style. Conclusions:The study emphasizes the importance of supporting the students in understanding learning and caring as intertwined and not separated. A dualistic approach could harm the students' aim to get the knowledge embodied. This holistic perspective requires a reflective attitude on caring and learning and has to be further developed in the didactics and supervision.

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Evaluation Outcomes of a Dedicated Education Unit in a Baccalaureate Nursing Program

Cited by 57 publications

References 20 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

Addressing Differences and Challenges in the Pediatric Perioperative Setting

Student nurses’ experiences of how caring and learning is intertwined – A phenomenological study

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