Shifting the clinical teaching paradigm in undergraduate nursing education

Public release date: 22-Feb-2012[ | E-mail | Share]Contact: Christopher Jameschristopher.james@nyu.edu212-998-6876New York UniversityHigh-tech, high-fidelity tellurian patient make-believe is being used during NYU to bolster expertise training capacity as well as enhance clinical learning; expertise capacity to teach increases 30 percentTo residence the expertise necessity problem, schools of nursing are reexamining how they yield clinical education to undergraduate students to find ways to use expertise resources some-more efficiently so they can maintain student the number enrolled as well as meet the future need for nurses. To this end, researchers from the New York University College of Nursing (NYUCN), funded with the grant from the Robert Wood Johnson Foundation's Evaluating Innovations in Nursing Education Program, have just published the description of an evaluation study, "Shifting the Clinical Teaching Paradigm in Undergraduate Nursing Education to Address the Nursing Faculty Shortage," in the on-line book Journal of Nursing Education. The NYUCN researchers, in collaboration with the National Development Research Institute, USA as well as the Johns Hopkins School of Nursing, are evaluating the new as well as unique clinical training model, regulating high-fidelity tellurian patient make-believe to partially substitute for traditional clinical training approaches. The new clinical training indication increased expertise capacity by increasing student-to-teacher ratios per semester, but essentially decreases student to teacher ratios in any individual training session, . The prior traditional laboratory as well as sanatorium based direction indication required 4.5 expertise instructors for twenty-four students. With the union of this indication regulating high-fidelity tellurian patient simulation, now only three expertise instructors are needed for the same twenty-four students. Additionally, with the NYUCN model, student organisation sizes decreased by 25% for both hospital-based clinical as well as classroom-based laboratory sessions. "This indication gives us the win-win during the current expertise shortage-- by reducing the demand for high quality clinical instructors while simultaneously reducing the number of students an instructor teaches any make-believe lab or clinical session," pronounced Dr. Hila Richardson, Principal Investigator for the evaluation as well as Clinical Professor for the NYUCN. "We feel some-more confident which patient reserve is protected by allowing closer organisation of students upon the clinical unit as well as scheming them for 'real-life' clinical use in the reserve of the make-believe lab," Dr. Richardson said. The educational advantage of regulating high-fidelity make-believe in conjunction with or as the substitute for hospital-based clinical education is which it provides the safe guidance sourroundings where errors can be made as well as students have time for self-reflection as well as learning. "In the typical high-fidelity clinical experience, students can reason by the clinical situation, make decisions about interventions, as well as make mistakes but harming the patient," pronounced Dr. Mattia J. Gilmartin, the study's co-author as well as NYUCN senior research fellow. "At the finish of the make-believe session, an opportunity for students to reflect upon their performance occurs during the guided debriefing, as well as our students frequently commented which they appreciated the opportunity to use skills as well as vicious thinking in the controlled environment," Dr. Gilmartin said. Students who have had the high-fidelity clinical knowledge often feel some-more confident to work with patients as well as ensure their reserve when they are in the sanatorium setting. Additionally, expertise can feel some-more confident which students have practice across the range of usual clinical situations rsther than than relying upon the ad hoc nature of the sanatorium day to yield the needed practice to meet guidance objectives. "Our await for evaluation of NYU's use of clinical make-believe reflects our idea which the findings will yield vicious evidence of the impact upon training productivity as well as expertise work-life," pronounced Dr. Michael Yedidia, director of the Evaluating Innovations in Nursing Education, the National Program Office of the Robert Wood Johnson Foundation. "We eagerly await the formula from the controlled evaluation. In the interim, the not long ago published article upon the indication provides useful guidance to those nursing programs considering replication of this model," Dr. Yedieia said. With the new model, students spend half of their clinical days in the simulated clinical guidance experience. The make-believe as well as hospital-based days are scheduled for alternate weeks. For example, the clinical organisation of students would be in make-believe upon week 1 of the semester as well as in the sanatorium or illness caring agency environment upon week 2, rotating back to the make-believe laboratory upon week 3, as well as so on. The clinical expertise remains in the sanatorium environment swapping clinical groups of six students any week, thus supervising the total of twelve students per semester, Before the indication was implemented, the hospital-based expertise supervised 8-10 students any week for the semester. To reinforce the integration of the two experiences, the make-believe knowledge is called an "on-campus" clinical day as well as the sanatorium or illness caring agency knowledge is called an "off-campus" clinical day. Students must follow the same policies for uniform, attendance, preparation, as well as professional behavior in both on-campus as well as off-campus clinical experiences. To the border possible, the off-campus instructors are asked to find patient caring practice which align with both the lecture as well as the make-believe content. "This evaluation of the new clinical training indication will directly contribute as well as positively enhance the current evidence-base of the effects of regulating clinical simulations in nursing education," pronounced Dr. Pamela R. Jeffries, Professor as well as Associate Dean for Academic Affairs, Johns Hopkins University School of Nursing. "I see the integration of clinical simulations to combat the nursing expertise necessity as one of most impactful new models upon the forefront of addressing the Future of Nursing Education report," Dr. Jeffries said. This evaluation will yield the information needed to improved understand how this indication can assist in mitigating the nursing expertise necessity as well as simultaneously allows nursing school the number enrolled to keep pace with future needs. Further, the evaluation should show which when this indication is used as an equally sound as well as valued educational approach, it can enhance the traditional indication of clinical guidance to prepare new nurses for increasingly formidable illness settings. About the researchers: Hila Richardson, DrPH, RN, FAAN is Clinical Professor, as well as Mattia J. Gilmartin, PhD, RN is Senior Research Fellow, New York University, College of Nursing, New York, New York; Terry Fulmer, PhD, RN, FAAN is Dean, Northeastern University, Bouve College of Health Sciences, Boston, Massachusetts. Support for this study was provided to Dr. Richardson as well as the New York University College of Nursing in the form of grants from the Robert Wood Johnson Foundation, Evaluating Innovations in Nursing Education Program. About NYUCN: The New York University College of Nursing is the global leader in nursing education, research, as well as practice. It offers the Bachelor of Science in Nursing; Master of Arts as well as Post-Master's Certificate Programs; the Doctor of Nursing Practice degree; as well as the Doctor of Philosophy in Research Theory as well as Development. For some-more information, revisit www.nyu.edu/nursing About the Robert Wood Johnson Foundation: The Robert Wood Johnson Foundation focuses upon the pressing illness as well as illness caring issues facing our country. As the nation's largest philanthropy devoted exclusively to mending the illness as well as illness caring of all Americans, the Foundation works with the diverse organisation of organizations as well as individuals to brand solutions as well as achieve comprehensive, meaningful, as well as timely change. For some-more than 35 years the Foundation has brought experience, commitment, as well as the rigorous, balanced approach to the problems which affect the illness as well as illness caring of those it serves. Helping Americans lead healthier lives as well as get the caring they need, the Foundation expects to make the disproportion in our lifetime. www.rwjf.org [ | E-mail | Share]AAAS as well as EurekAlert! are not responsible for the accuracy of news releases posted to EurekAlert! by contributing institutions or for the use of any information by the EurekAlert! system.Powered By iWebRSS.co.cc

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