Centering the concept of transitional care: a teaching-learning innovation

Coordination of care, including the provision of safe and effective transitions, is a core professional standard for nurses. However, as currently designed, prelicensure nursing education prepares nurses to function in discrete settings rather than across settings. A teaching-learning innovation foc...

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Bibliographic Details
Published in:The Journal of nursing education 2014-05, Vol.53 (5), p.287-290
Main Authors: Mood, Laura C, Neunzert, Caroline, Tadesse, Ruth
Format: Article
Language:English
Subjects:
Continuity of Patient Care
Curriculum
Education, Nursing, Baccalaureate - organization & administration
Educational Innovation
Emergency medical care
Health care
Health care policy
Humans
Independent study
Innovations
Learning
Learning Activities
Medicare
Nurses
Nursing
Nursing education
Nursing Education Research
Nursing Evaluation Research
Nursing Methodology Research
Organizational Innovation
Patients
Pilot Projects
Quality improvement
Students
Students, Nursing - psychology
Teaching
Teaching - methods
Undergraduate Students
Work environment
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Summary:Coordination of care, including the provision of safe and effective transitions, is a core professional standard for nurses. However, as currently designed, prelicensure nursing education prepares nurses to function in discrete settings rather than across settings. A teaching-learning innovation focusing on transitional care was implemented as an educational pilot project with 20 senior-level baccalaureate students in their leadership course. Students in the educational pilot immersed in the subject of transitional care via concept-based learning activities and performance improvement projects. During the course, students were assigned to designated clinical sites representative of a continuum of care. An integrated clinical postconference offered students the opportunity to discover the role of the nurse in transitional care from a systems perspective and facilitated a deeper understanding of the subject that extended beyond the walls of students' discrete clinical sites.
ISSN:0148-4834
1938-2421
DOI:10.3928/01484834-20140422-01