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Collaborative approaches to clinical practice education in schools of nursing : a scoping review Lee, Derreck Kai-Ming
Abstract
Clinical experiences are a vital component of nursing education where nursing students can apply the theory they learn in the classroom to the clinical environment. The traditional model of clinical practice education is under scrutiny from Schools of Nursing (SoN) and healthcare organizations due to the theory practice gap consistently identified from literature. Therefore, a collaborative approach to clinical practice education is being explored to merge the theory and practice gap. The purpose of this review is to explore, summarize, and provide a broad overview on the various collaborative approaches to clinical practice education in nursing. A scoping review of literature published between January 1986 to August 2020 was conducted using five databases & indexes to identify and explore collaborative approaches to clinical practice education in nursing. 25 articles (11 qualitative, 8 mixed-methods, and 6 quantitative) were obtained from Cumulative Index to Nursing and Allied Health Literature, Medline, PubMed, PsychInfo, and Joanna Briggs Institute Evidence Based Practice. Analysis of included articles indicated that collaborative approaches facilitate a stronger bond between the triad of academic institution, nursing students, and healthcare organization and more individualized learning for the student. However, limited input from all stakeholders, managing clinical instructor (CI) burnout, and the issue of feasibility of delivering a collaborative model into existing healthcare organizations remain key challenges. Collaborative approaches to clinical practice education in nursing are promising models to foster academic practice partnerships and student satisfaction. More viable solutions addressing usage of various types of CIs, financial support and investment into a new clinical model, and scheduling conflict between the CI and student nurses are needed to ensure utility and sustainability of this clinical approach.
Item Metadata
| Title |
Collaborative approaches to clinical practice education in schools of nursing : a scoping review
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| Creator | |
| Date Issued |
2020-10-14
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| Description |
Clinical experiences are a vital component of nursing education where nursing students can apply the theory they learn in the classroom to the clinical environment. The traditional model of clinical practice education is under scrutiny from Schools of Nursing (SoN) and healthcare organizations due to the theory practice gap consistently identified from literature. Therefore, a collaborative approach to clinical practice education is being explored to merge the theory and practice gap. The purpose of this review is to explore, summarize, and provide a broad overview on the various collaborative approaches to clinical practice education in nursing. A scoping review of literature published between January 1986 to August 2020 was conducted using five databases & indexes to identify and explore collaborative approaches to clinical practice education in nursing. 25 articles (11 qualitative, 8 mixed-methods, and 6 quantitative) were obtained from Cumulative Index to Nursing and Allied Health Literature, Medline, PubMed, PsychInfo, and Joanna Briggs Institute Evidence Based Practice. Analysis of included articles indicated that collaborative approaches facilitate a stronger bond between the triad of academic institution, nursing students, and healthcare organization and more individualized learning for the student. However, limited input from all stakeholders, managing clinical instructor (CI) burnout, and the issue of feasibility of delivering a collaborative model into existing healthcare organizations remain key challenges. Collaborative approaches to clinical practice education in nursing are promising models to foster academic practice partnerships and student satisfaction. More viable solutions addressing usage of various types of CIs, financial support and investment into a new clinical model, and scheduling conflict between the CI and student nurses are needed to ensure utility and sustainability of this clinical approach.
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| Subject | |
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| Type | |
| Language |
eng
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| Series | |
| Date Available |
2020-11-16
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| Provider |
Vancouver : University of British Columbia Library
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| Rights |
Attribution-NonCommercial-NoDerivatives 4.0 International
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| DOI |
10.14288/1.0394959
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| URI | |
| Affiliation | |
| Campus | |
| Peer Review Status |
Unreviewed
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| Scholarly Level |
Graduate
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| Rights URI | |
| Aggregated Source Repository |
DSpace
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Rights
Attribution-NonCommercial-NoDerivatives 4.0 International