CLINICAL EXPERIENCES FOR BACCALAUREATE NURSING STUDENTS: A PERCEPTION STUDY.
Contributors: Peabody College For Teachers Of Vanderbilt University.
Published: 1983
Number of pages: 130
Subjects: Education, Higher.
Description: This study was undertaken to determine those clinical experiences faculty in National League of Nursing accredited baccalaureate nursing programs perceived as necessary for student learning.

The data were collected by a questionnaire mailed to 300 randomly selected faculty representing schools of nursing from all geographical locations in the United States. There were 257 useable responses. The instrument, a self-administered questionnaire, consisted of 59 clinical assignment statements and statements related to demographic information. Respondents were requested to indicate on a scale ranging from 5 (essential) to 1 (unnecessary) their opinion as to the importance of the clinical assignments for student learning in relation to proficiency with the nursing process. The mean obtained for each assignment was used to determine the classification. Essential assignments had a mean between 4 and 5, helpful assignments had a mean between 2.5 and 4, unnecessary assignments had a mean between 1 and 2.5.

There were 36 experiences considered essential. These were divided as follows: Assessment phase of the nursing process 5 experiences, and evaluation phase 5 experiences. Assessment experiences related to obtaining baseline information directly from clients. Planning experiences related to care plan development, discharge planning, and client teaching. Implementation experiences related to assisting with activities of daily living, medication giving, health care counseling, giving total care, and teaching. Evaluation experiences related to direct client care and reporting research.

The experiences were ranked within each nursing process phase. The ranges were assessment 4.87 to 2.90, planning 4.95 to 3.54, implementation 4.89 to 2.69, and evaluation 4.63 to 2.40. No variable appeared to influence the rating of experiences.

A model of clinical experiences for student learning the nursing process was developed. The model was divided into phases of the nursing process and then classifications.

The study identified experiences that can be used in assigning students in the clinical area for development of proficiency with the nursing process. The study results could be helpful in orienting faculty new to the clinical instructor role. Use of the model, in the assignment of students, should result in better utilization of clinical facilities.
Notes: Source: Dissertation Abstracts International, Volume: 45-03, Section: A, page: 0761.

Thesis (PH.D.)--PEABODY COLLEGE FOR TEACHERS OF VANDERBILT UNIVERSITY, 1983.

School code: 0074.