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    Clinical learning experiences of nursing students using an innovative clinical partnership model: A non-randomized controlled trial

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    Author
    Chan, Aileen W.K.
    Tang, Fiona W.K.
    Choi, Kai Chow
    Liu, Ting
    Taylor-Piliae, Ruth E.
    Affiliation
    Univ Arizona, Coll Nursing
    Issue Date
    2018-09
    Keywords
    Clinical practice model
    Clinical practicum
    Clinical teaching
    Nursing students
    
    Metadata
    Show full item record
    Publisher
    CHURCHILL LIVINGSTONE
    Citation
    Chan, A. W., Tang, F. W., Choi, K. C., Liu, T., & Taylor-Piliae, R. E. (2018). Clinical learning experiences of nursing students using an innovative clinical partnership model: A non-randomized controlled trial. Nurse education today, 68. https://doi.org/10.1016/j.nedt.2018.06.001
    Journal
    NURSE EDUCATION TODAY
    Rights
    © 2018 Elsevier Ltd. All rights reserved.
    Collection Information
    This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.
    Abstract
    Background: Clinical practicum is a major learning component for pre-registration nursing students. Various clinical practicum models have been used to facilitate students' clinical learning experiences, employing both university-based and hospital-based clinical teachers. Considering the strengths and limitations of these clinical practicum models, along with nursing workforce shortages, we developed and tested an innovative clinical partnership model (CPM) in Hong Kong. Objective: To evaluate an innovative CPM among nursing students actual and preferred clinical learning environment, compared with a conventional facilitation model (CFM). Design: A non-randomized controlled trial examining students' clinical experiences, comparing the CPM (supervised by hospital clinical teacher) with the CFM (supervised by university clinical teacher). Setting One university in Hong Kong. Participants: Pre-registration nursing students (N = 331), including bachelor of nursing (n = 246 year three-BN) and masters-entry nursing (n = 85 year one-MNSP). Methods: Students were assigned to either the CPM (n = 48 BN plus n = 85 MNSP students) or the CFM (n = 198 BN students) for their clinical practice experiences in an acute medical-surgical ward. Clinical teachers supervised between 6 and 8 students at a time, during these clinical practicums (duration = 4-6 weeks). At the end of the clinical practicum, students were invited to complete the Clinical Learning Environment Inventory (CLEI). Analysis of covariance was used to compare groups; adjusted for age, gender and prior work experience. Results: A total of 259 students (mean age = 22 years, 76% female, 81% prior work experience) completed the CLEI (78% response rate). Students had higher scores on preferred versus actual experiences, in all domains of the CLEI. CPM student experiences indicated a higher preferred task orientation (p = 0.004), while CFM student experiences indicated a higher actual (p < 0.001) and preferred individualization (p = 0.005). No significant differences were noted in the other domains. Conclusions: The CPM draws on the strengths of existing clinical learning models and provides complementary methods to facilitate clinical learning for pre-registration nursing students. Additional studies examining this CPM with longer duration of clinical practicum are recommended.
    Note
    12 month embargo; published online: 5 June 2018
    ISSN
    02606917
    PubMed ID
    29902741
    DOI
    10.1016/j.nedt.2018.06.001
    Version
    Final accepted manuscript
    Sponsors
    Seeding Grant for Developing Teaching and Learning Strategies, from the Nethersole School of Nursing, the Chinese University of Hong Kong [NUR_TL_1617_2]
    Additional Links
    https://linkinghub.elsevier.com/retrieve/pii/S0260691718302296
    ae974a485f413a2113503eed53cd6c53
    10.1016/j.nedt.2018.06.001
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