Emerging Evidence Toward a 2:1 Clinical to Simulation Ratio: A Study Comparing the Traditional Clinical and Simulation Settings

Nursing students' evaluation of clinical practice placements using the Clinical Learning Environment, Supervision and Nurse Teacher scale - A systematic review.

BACKGROUND Effectiveness of traditional apprenticeship models used in undergraduate nursing education has been questioned in the literature for over 50 years. This systematic review aimed to examine best evidence available upon which to base decisions regarding use of traditional clinical experience with prelicensure nursing students. METHOD A systematic review was conducted following Joanna Briggs Institute and Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Nine electronic databases were searched. Full-text review was completed for 118 articles meeting inclusion criteria. RESULTS No studies reported learning outcomes attributed to clinical education models, resulting in an empty review. Studies were commonly self-reports of perceptions and confidence, lacking quantitative outcomes. CONCLUSION No sufficient evidence was found to support traditional clinical models. The scope of nursing practice and patient complexity requires higher order thinking skills, ability to prioritize, and leadership in interdisciplinary care environments. This review raises serious concerns about how nurse educators assess learning in traditional clinical environments. [J Nurs Educ. 2021;60(3):136-142.].

Traditional Clinical Outcomes in Prelicensure Nursing Education: An Empty Systematic Review

Effective academic-practice partnership models in nursing students' clinical placement: A systematic literature review.

Using the Theory of Planned Behaviour to examine health professional students' behavioural intentions in relation to medication safety and collaborative practice

The effectiveness of clinical education models for undergraduate nursing programs: A systematic review

The authors know of two recent deaths related to medicine (or drug) errors. New graduates of nursing administer medicines as a large part of their role, and medicine administration error is well documented. A plan was developed to address these errors in one acute care setting; this included a review of the literature, analysis of reported error, a focus group, a new graduate survey and evaluation. Three supervised medicine rounds, a practice oral medicine assessment and checking of graduates' charts was implemented. Comparison data (2007 and 2008) revealed a decrease in the number of medicine errors. Future graduates will be included in all phases of this evolving practice development, which has increased the effectiveness of patient care by decreasing potential harm. Copyright © 2009 John Wiley & Sons, Ltd.

New graduates' medication rounds: an improvement in practice.

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The effectiveness of clinical education models for undergraduate nursing programs: A systematic review

New graduates' medication rounds: an improvement in practice.