Learning Nursing Practice: A Multisite, Multimethod Investigation of Clinical Education

Angela M. McNelis, Pamela M. Ironside, Patricia R. Ebright, Kristina Thomas Dreifuerst, Sarah E. Zvonar, Susan C. Conner

Research output: Contribution to journalArticle

17 Scopus citations

Abstract

Nurses agree that direct practice with actual patients is vital, but the teaching methodologies and faculty-student relationships that optimize students' learning in clinical settings have not been documented. This study examined students' thinking and their interactions with faculty during clinical experiences at three academic nursing programs. Findings suggest that missed opportunities for learning, inadequate measures for clinical progress and learning, and lack of interprofessional practice are failing to optimize student clinical learning experiences.

Original languageEnglish (US)
Pages (from-to)30-35
Number of pages6
JournalJournal of Nursing Regulation
Volume4
Issue number4
DOIs
StatePublished - Jan 2014

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ASJC Scopus subject areas

  • Issues, ethics and legal aspects
  • Nursing (miscellaneous)

Cite this

McNelis, A. M., Ironside, P. M., Ebright, P. R., Dreifuerst, K. T., Zvonar, S. E., & Conner, S. C. (2014). Learning Nursing Practice: A Multisite, Multimethod Investigation of Clinical Education. Journal of Nursing Regulation, 4(4), 30-35. https://doi.org/10.1016/S2155-8256(15)30115-0