Traditional Clinical Outcomes in Prelicensure Nursing Education: An Empty Systematic Review

Abstract

Background: Effectiveness of traditional apprenticeship models used in undergraduate nursing education has been questioned in the literature for over 50 years. This systematic review aimed to examine best evidence available upon which to base decisions regarding use of traditional clinical experience with prelicensure nursing students. Method: A systematic review was conducted following Joanna Briggs Institute and Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Nine electronic databases were searched. Full-text review was completed for 118 articles meeting inclusion criteria. Results: No studies reported learning outcomes attributed to clinical education models, resulting in an empty review. Studies were commonly self-reports of perceptions and confidence, lacking quantitative outcomes. Conclusion: No sufficient evidence was found to support traditional clinical models. The scope of nursing practice and patient complexity requires higher order thinking skills, ability to prioritize, and leadership in interdisciplinary care environments. This review raises serious concerns about how nurse educators assess learning in traditional clinical environments. [ J Nurs Educ . 2021;60(3):136–142.]

The NCSBN 2022 Environmental Scan: Resiliency, Achievement, and Public Protection

“…What ratio of clinical hours to simulation hours can be used to substitute for clinical experiences ( Haerling [Adamson] & Prion, 2021 )? What are the outcomes of traditional supervised clinical experiences ( Leighton et al, 2021 )? Can virtual simulation substitute for clinical simulation ( Badowski et al, 2021 )?…”

“…Much of the current data on the impact of the COVID-19 pandemic, when clinical experiences are limited, suggest the importance of in-person clinical experiences. Yet, Leighton et al (2021) uncovered evidence that the outcomes of traditional clinical experiences have not been rigorously studied. They attempted to conduct a systematic review on learning outcomes of traditional clinical experiences in nursing education but came up empty systematic—that is, no studies met their criteria.…”

Simulación clínica, una herramienta en tiempos de crisis

“…6,15 No se desconoce la necesidad e importancia del encuentro del aprendiz con el ambiente clínico y Simulación Clínica 2021; 3 (1): 3-6 www.medigraphic.com/simulacionclinica www.medigraphic.org.mx los pacientes; sin embargo, dado que los modelos existentes en salud no cuentan con evidencia al respecto, la problemática se transforma en una oportunidad para investigar y estandarizar. 16 La innovación curricular, las adecuaciones de las metodologías y los aprendizajes esperados son tareas de docentes, directivos y vicerrectorías académicas, propiciando el desarrollo de pensamiento crítico, comunicación efectiva y trabajo en equipo, aunque no debemos dejar de mencionar el aporte que ha dado la simulación en los ámbitos clínicos. Para quienes entraron a la primera línea y debieron entrenar técnicas diversas como colocación y retiro de equipamiento de protección personal, el manejo e intubación de paciente y procedimientos aún más críticos, como es el traslado aéreo de pacientes COVID, la simulación ha sido una herramienta fundamental para enfrentar mejor esta gran crisis.…”

Meeting Undergraduate Nursing Students' Clinical Needs

“…Clinical nursing education in the TCE continues to be the cornerstone of nursing education, despite limited evidence of its effectiveness. 4 , 5 Roberts et al 6 suggest that there are no differences in clinical skills, knowledge, and student confidence when simulation is substituted for a percentage of traditional clinical practice hours. In addition, this study added to the knowledge gained from the NCSBN multisite longitudinal study, which showed no statistically significant differences in clinical competency, comprehensive nursing knowledge, NCLEX pass rates, or readiness to practice when simulation replaced 50% of traditional clinical practice experiences under specific conditions.…”