Outcomes of a Collaborative Capstone Clinical Education Practicum

Background: Current models of US clinical education are not producing practice-ready new graduate nurses. Evidence shows that collaborative clinical learning models contribute to higher student, preceptor, and faculty satisfaction with clinical education and promote improved student outcomes. The extent to which a collaborative clinical learning model will improve student outcomes and confidence for nursing practice in the US nursing education system is unknown.

Methods: A mixed-methods: Quasi-experimental, 2 group, pre- and post-test design with thematic content analysis was used to describe and compare student perception of learning experiences in a modified-preceptorship model and a traditional group model of clinical education, describe and compare preceptor and faculty satisfaction with the clinical learning environment in a modified-preceptorship model and a traditional group model of clinical education, and describe and compare student confidence for nursing practice in a modified-preceptorship model and a traditional group model of clinical education on 4 medical/surgical units at a 600+ bed Magnet designated University Medical Center. The sample consisted of nursing students in the final clinical course of an accelerated Baccalaureate equivalent pathway to MSN program, staff-nurse preceptors, and university-employed nurse educators.

Results: Initial analysis of data indicates positive student, preceptor, and faculty satisfaction as well as positive correlations between collaborative model and confidence for practice. Analysis is ongoing at this time.

Conclusions: To be determined.