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

16 Citations (Scopus)

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 1 2014

Fingerprint

Nursing
Learning
Students
Education
Teaching
Nurses

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

Learning Nursing Practice : A Multisite, Multimethod Investigation of Clinical Education. / McNelis, Angela M.; Ironside, Pamela M.; Ebright, Patricia R.; Dreifuerst, Kristina Thomas; Zvonar, Sarah E.; Conner, Susan C.

In: Journal of Nursing Regulation, Vol. 4, No. 4, 01.01.2014, p. 30-35.

Research output: Contribution to journalArticle

McNelis, AM, Ironside, PM, Ebright, PR, Dreifuerst, KT, Zvonar, SE & Conner, SC 2014, 'Learning Nursing Practice: A Multisite, Multimethod Investigation of Clinical Education', Journal of Nursing Regulation, vol. 4, no. 4, pp. 30-35. https://doi.org/10.1016/S2155-8256(15)30115-0
McNelis, Angela M. ; Ironside, Pamela M. ; Ebright, Patricia R. ; Dreifuerst, Kristina Thomas ; Zvonar, Sarah E. ; Conner, Susan C. / Learning Nursing Practice : A Multisite, Multimethod Investigation of Clinical Education. In: Journal of Nursing Regulation. 2014 ; Vol. 4, No. 4. pp. 30-35.
@article{9316b57a54e14d00b9c276dc1fa31e84,
title = "Learning Nursing Practice: A Multisite, Multimethod Investigation of Clinical Education",
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.",
author = "McNelis, {Angela M.} and Ironside, {Pamela M.} and Ebright, {Patricia R.} and Dreifuerst, {Kristina Thomas} and Zvonar, {Sarah E.} and Conner, {Susan C.}",
year = "2014",
month = "1",
day = "1",
doi = "10.1016/S2155-8256(15)30115-0",
language = "English (US)",
volume = "4",
pages = "30--35",
journal = "Journal of Nursing Regulation",
issn = "2155-8256",
publisher = "National Council of State Boards of Nursing",
number = "4",

}

TY - JOUR

T1 - Learning Nursing Practice

T2 - A Multisite, Multimethod Investigation of Clinical Education

AU - McNelis, Angela M.

AU - Ironside, Pamela M.

AU - Ebright, Patricia R.

AU - Dreifuerst, Kristina Thomas

AU - Zvonar, Sarah E.

AU - Conner, Susan C.

PY - 2014/1/1

Y1 - 2014/1/1

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=84944037615&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84944037615&partnerID=8YFLogxK

U2 - 10.1016/S2155-8256(15)30115-0

DO - 10.1016/S2155-8256(15)30115-0

M3 - Article

AN - SCOPUS:84944037615

VL - 4

SP - 30

EP - 35

JO - Journal of Nursing Regulation

JF - Journal of Nursing Regulation

SN - 2155-8256

IS - 4

ER -