Improving nursing student outcomes: A quality improvement initiative to implement a structured clinical teaching program

Date

2023-8

Authors

LaNasa, Karen Willis

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Abstract

Upon entry into practice, only 23% of newly graduated nurses from 140 registered nursing programs across the United States demonstrate essential nurse competencies and practice readiness (Kavanagh & Szweda, 2017). The lack of uniformity and structure in faculty engagement with students at the project site has resulted in inconsistent student performance in simulations, student/faculty interaction in clinical, and didactic course exam performance at the project site. The results acquired through an integrated literature review found use of structured clinical questions assist in advancing student/faculty engagement and elicit higher-order thinking. The purpose of this project was to increase competencies for entry into practice by promoting clinical judgement and improving analytical thinking through actively engaging clinical faculty with students in the clinical setting using structured clinical questions versus an informal structure. Key findings in relation to student simulation performance identified students in the non-intervention group only using the structured objectives performed better than those students in the intervention group using the structured objectives and clinical questions. Using a structured teaching format identified program weaknesses, evaluated performance differences among clinical faculty, and provided an evidence-based structure to the newest clinical faculty to have the best performance outcomes in patient safety and communication. Regarding didactic exam performance, the intervention group performed statistically better on exam one. No significant findings were identified among groups in relation to more time spent engaging with clinical faculty improving student performance.

Description

A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Nursing Practice.

Keywords

active learning, clinical judgement, nursing students, practice readiness

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