Preparing nursing students for the future: An innovative approach to clinical education

• Published in: Nurse education in practice 2013-07, Vol.13 (4), p.301-309
• Main Authors: Nielsen, Ann E., Noone, Joanne, Voss, Heather, Mathews, Launa Rae
• Format: Article
• Language: English
• Subjects: 21st century; Accountability; Ambulatory care; Best practice; Chronic illnesses; Clinical Competence; Clinical education; Clinical experience; Clinical nursing; Clinical training; Competency based learning; Curricula; Curriculum; Curriculum development; Decision making; Discipline; Education reform; Education, Nursing, Baccalaureate - organization & administration; Educational Change; Educational Environment; Forecasting; Health care policy; Health education; Hospitals; Humans; Learning; Learning Activities; Medical education; Models, Educational; Neighborhoods; Nurses; Nursing; Nursing care; Nursing education; Nursing Education Research; Nursing skills; Nursing Students; Oregon; Organizational Innovation; Patients; Professional practice; Professional practices; Professors; Skill Development; Student Development; Students, Nursing; Teachers; Teaching Methods
• ISSN: 1471-5953; 1873-5223
• DOI: 10.1016/j.nepr.2013.03.015

A clinical education model was developed and implemented by nursing faculty in the Oregon Consortium for Nursing Education undergraduate curriculum to improve clinical learning for preparation of nurses to practice in the 21st century. This clinical education model, developed though collaborative work by nursing practice and education representatives throughout the state, moves away from a “random access opportunity” model of clinical education reliant on “total patient care” experiences to an intentional design of clinical learning activities based on course competencies appropriate to student level. Five elements of the model were proposed: case-based, concept-based, intervention skill-based, focused direct client care and integrative experiences. Different elements are dominant in early, middle and late clinical experiences to best support the developmental level of the student. Expectations for faculty, students and clinical staff were also developed to enhance best practices in clinical learning. Preparation of clinical partners for a change in clinical learning and student accountability are essential for optimal learning. This paper provides an overview of the model with clinical application examples for each element with a particular emphasis on case-based, concept-based and integrative clinical experiences.