THE CONSISTENCY OF CLINICAL NURSING EDUCATION WITH EMPLOYER EXPECTATIONS: PERCEPTIONS OF REGISTERED NURSES IN MONTANA.
Contributors: University of Montana (Missoula)
Published: 1989
Number of pages: 126
Subjects: Health Sciences, Education.; Health Sciences, Nursing.
Description: A continuing criticism has been voiced that colleges and universities are neither adequately nor appropriately preparing students for beginning practice in the field of nursing. This is of particular interest today since advances in technology demand rapid changes in knowledge and skill. This investigation was done to provide educators with information about current needs and priorities of graduates in the clinical work setting for use in curriculum development; to determine the extent to which clinical nursing education was adequately preparing the practitioner to meet job expectations; and to define student clinical experience.

Data were obtained from 464 registered nurses in Montana using a mailed survey questionnaire. The chi-square statistical test was applied to determine significant differences in response regarding perceptions of adequacy and dissonance by degree held, age, gender, and number of years worked.

Is there consistency between nursing education and employer expectations as viewed by program graduates? Results showed inconsistencies between education and practice in the clinical function areas of primary care, assessment, procedural skills, problem solving, and decision making. Significant differences were found by degree held: (1) associate degree nurses believed they were more adequately prepared in primary care and procedural skills than baccalaureate-prepared nurses; (2) BSNs perceived more adequate preparation to make decisions and problem solve than ADNs.

Current essential clinical experiences were identified. These are, from most to least important, primary care, client assessment, in-hospital clinical time and procedural skills practice, application of theory to client care, problem-solving skills, practice in decision making, working with staff nurses, team leading, working with physicians, and experience with shift routines.

Associate and baccalaureate degree curriculums need to be reviewed and adjusted to reduce dissonance and increase adequacy of preparation in areas of inconsistency. A more substantial link between education and practice is recommended.
Notes: Source: Dissertation Abstracts International, Volume: 50-10, Section: B, page: 4433.

Thesis (ED.D.)--UNIVERSITY OF MONTANA, 1989.

School code: 0136.