In pursuit of an optimal model of undergraduate nurse clinical education: An integrative review. (November 2016)

• Record Type: Journal Article
• Authors: Forber, Jan; DiGiacomo, Michelle; Carter, Bernie; Davidson, Patricia; Phillips, Jane; Jackson, Debra
• Is Part Of: Nurse education in practice. Volume 21(2016:Nov.)
• Page Start: 83
• Page End: 92
• Publication Date: 2016-11
• Subjects: Nursing students -- Clinical education -- Clinical placements -- Education models; Nursing -- Study and teaching -- Periodicals; Education, Nursing -- Periodicals; Nursing -- Study and teaching; Periodicals; Electronic journals; 610.73071
• DOI: 10.1016/j.nepr.2016.09.007
• Languages: English
• ISSNs: 1471-5953

Abstract

Abstract: Clinical learning experiences are an essential part of nurse education programs. Numerous approaches to clinical education and student supervision exist. The aim of this integrative review was to explore how studies have compared or contrasted different models of undergraduate nurse clinical education. A search of eight databases was undertaken to identify peer-reviewed literature published between 2006 and 2015. Eighteen studies met the inclusion criteria. A diverse range of methodologies and data collection methods were represented, which primarily explored student experiences or perceptions. The main models of undergraduate nurse clinical education identified were: traditional or clinical facilitator model; the preceptorship or mentoring model; and the collaborative education unit model in addition to several novel alternatives. Various limitations and strengths were identified for each model with no single optimal model evident. Thematic synthesis identified four common elements across the models: the centrality of relationships; the need for consistency and continuity; the potential for variety of models; and the viability/sustainability of the model. The results indicate that effective implementation and key elements within a model may be more important than the overarching concept of any given model. Further research is warranted to achieve an agreed taxonomy and relate model elements to professional competence. Highlights: There is no single ideal undergraduate/pre-licensure nurse clinical education model. The importance of interpersonal relationships across education models. Effective implementation and support of a given model are central for success.