INSTRUCTIONAL STRATEGIES FOR DEVELOPING CLINICAL COMPETENCE IN ASSOCIATE AND BACCALAUREATE PROGRAMS OF NURSING EDUCATION.
Contributors: University of Georgia.
Published: 1996
Number of pages: 190
Subjects: Education, Curriculum and Instruction.; Education, Higher.; Health Sciences, Education.; Health Sciences, Nursing.
Description: The clinical component of nursing education curriculum has received little attention or research efforts to describe the instructional strategies utilized by clinical instructors. The purpose of this study was to compare and contrast instructional strategies for developing clinical competence in associate and baccalaureate programs of nursing education. This study provides descriptions of the procedures used to develop the instrument as well as a detailed description of the results of the initial iteration of the instrument including the validity and reliability information.

Categories of ADN and BSN student outcomes were selected for the instrument based on accreditation criteria. An open-ended questionnaire was mailed to national clinical teaching expert panelists to identify teaching strategies that were considered appropriate to facilitate the outcomes. Content analysis was used to develop the questionnaire. An initial iteration of the instrument was completed using a sample of 215 ADN and BSN faculty from the state of Georgia.

Results indicated that no differences existed between ADN and BSN responses in the outcome areas that were emphasized in the respective programs of nursing. Differentiation between ADN and BSN groups was evident in some teaching strategies. Clinical teaching strategies that required interaction between the instructor and student were most frequently selected by respondents as most useful in facilitating the specified outcomes.

The survey was designed as a beginning stage of research to examine the process of clinical teaching. Revision of the instrument that was designed for the study and further testing are recommended. The list of clinical teaching strategies that best facilitate the outcomes as developed for the instrument should be considered by novice and experienced clinical instructors in planning and selecting learning experiences for students in the clinical areas. Additionally, programs of nursing should consider efforts to enhance the distinction and provide greater differentiation between the clinical components of associate and baccalaureate degree programs. The importance of the clinical area for student development and understanding of the practice role is significant and should receive great attention and research endeavors.
Notes: Source: Dissertation Abstracts International, Volume: 57-03, Section: A, page: 0994.

Thesis (ED.D.)--UNIVERSITY OF GEORGIA, 1996.

School code: 0077.