College of Nursing, United States.
College of Nursing, United States.
Nurse Educ Today. 2018 May;64:11-15. doi: 10.1016/j.nedt.2018.01.032. Epub 2018 Feb 6.
Nursing students often care for one or two patients during hospital clinical experiences, while under the supervision of a nurse educator. In this setting, students have limited opportunities to make clinical judgments, prioritize, and delegate while caring for multiple patients. Research supports the need for students to have increased experiences in caring for multiple patients. The aim of this paper is to examine the effectiveness of a multiple patient simulated clinical experience (SCE) on senior students' perception of their readiness to transition to practice. There were 214 senior nursing student participants in this mixed methods embedded design study. Following a multiple patient SCE all participants completed a self-report survey designed to measure essential competencies for transition to practice. Qualitative data in the form of written comments were also collected. Essential competencies for transition to practice were defined as decision making skills, interprofessional communication, and level of preparedness. Quantitative and qualitative data indicated that students perceived increased levels of confidence in their readiness to transition to practice following the multiple patient SCE. The study revealed an innovative teaching-learning strategy that can assist educators with preparing nursing students to care for multiple complex patients.
护理专业的学生在医院临床实习期间通常在护士教育者的监督下照顾一到两名患者。在这种情况下，学生在照顾多名患者时，进行临床判断、确定优先级和分配任务的机会有限。研究表明，学生需要增加照顾多名患者的经验。本文旨在探讨多患者模拟临床体验（SCE）对高年级学生对过渡到实践准备程度的看法的有效性。在这项混合方法嵌入式设计研究中，有 214 名高年级护理专业学生参加。在多患者 SCE 之后，所有参与者都完成了一份自我报告调查，旨在衡量过渡到实践的基本能力。还收集了以书面意见形式的定性数据。过渡到实践的基本能力被定义为决策技能、跨专业沟通和准备程度。定量和定性数据表明，学生在完成多患者 SCE 后，对过渡到实践的准备程度的信心有所提高。该研究揭示了一种创新的教学策略，可帮助教育工作者培养护理学生照顾多名复杂患者的能力。
