Student, preceptor, and faculty perceptions of three clinical learning models

Deborah A. DeMeester, Susan Hendricks, Evelyn Stephenson, Janet Welch

Research output: Contribution to journalArticle

3 Scopus citations

Abstract

Background: Nursing faculty members strive to use optimal clinical learning environments that educate students for clinical competence and sense of salience. The purpose of this study was to offer insight into the perceptions of students, preceptors, and faculty in three clinical models: traditional, precepted, and a hybrid blend. Method: One hundred fifty students, seven preceptors, and 12 faculty members responded to open-ended survey questions about their experience in one of the models. Conventional content analysis revealed themes for each group and theme intersections across groups. Results: The students’ themes included Making Connections (traditional), The Land of Opportunity (precepted), and The Total Package (hybrid). Preceptor themes included Giving of Self and Reflection on Practice. The Value of the Nurse theme emerged from faculty responses across all models. Students desired additional skill performance, and preceptors suggested improved communication and role clarity. Conclusion: Clinical models that maximize faculty and preceptor expertise should be formalized and studied.

Original languageEnglish (US)
Pages (from-to)281-286
Number of pages6
JournalJournal of Nursing Education
Volume56
Issue number5
DOIs
StatePublished - May 1 2017

ASJC Scopus subject areas

  • Nursing(all)
  • Education

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