Rusch Lorraine, Manz Julie, Hercinger Maribeth, Oertwich Ann, McCafferty Kandis
Author Affiliations: Associate Professor (Drs Rusch, Manz and Hercinger) and Assistant Professor (Drs Oertwich and McCafferty), Creighton University College of Nursing, Omaha, Nebraska.
Nurse Educ. 2019 Jan/Feb;44(1):34-37. doi: 10.1097/NNE.0000000000000546.
New nurses are often perceived as not meeting expectations for safe nursing practice. Nurse educators need to identify student learning and professional development needs as students progress toward practice. The purpose of the study was to determine the strengths and weaknesses of senior-level nursing students related to readiness for practice before graduation. Using a descriptive, exploratory design, nurse preceptors evaluated the degree to which their assigned senior nursing student was meeting expectations for readiness for nursing practice. Survey items were organized into affective, cognitive, and psychomotor domains and general readiness. This evaluation occurred at the beginning of the final practicum to assess student progress toward readiness for practice. Students scored highest in professional attributes but lowest in time management, prioritization, management of multiple patients, and pharmacology knowledge. Results can be used to inform teaching strategies, strengthen academic-clinical partnerships, and promote readiness for entry-level practice.
新护士常常被认为不符合安全护理实践的期望。随着学生向实践阶段迈进，护理教育工作者需要确定学生的学习和专业发展需求。本研究的目的是确定高年级护理专业学生在毕业前与实践准备相关的优势和劣势。采用描述性、探索性设计，带教护士评估了他们所带教的高年级护理专业学生达到护理实践准备期望的程度。调查项目分为情感、认知、心理运动领域以及总体准备情况。此次评估在最后实习开始时进行，以评估学生在实践准备方面的进展。学生在专业素养方面得分最高，但在时间管理、任务优先级安排、多名患者管理以及药理学知识方面得分最低。研究结果可用于指导教学策略、加强学术与临床伙伴关系，并促进入门级实践的准备工作。
