The purpose of this study was to evaluate student outcomes following implementation of a clinical scholar model of clinical education in one of four placement sites of a college of nursing grounded in a caring philosophy. The question guiding the study was to determine if the clinical scholar model has an influence on student perceptions and outcomes when used with second-degree accelerated BSN students.
Watson’s Human Caring theory, based on ten caritas processes, serves as the theoretical framework for this study (Watson, 2007). A sequential mixed-methods approach that combined quantitative and qualitative data collection techniques was implemented using a pre-experimental, post-test only design with non-equivalent groups to determine differences between the Traditional Model (TM) and Clinical Scholar Model (CSM) in clinical nursing education.
Participants in this study completed four scales to assess their perception of: 1) caring efficacy using the Caring Efficacy Scale (Coates, 1997), 2) clinical learning environment using the Student Evaluation of the Clinical Education Environment (Sand-Jecklin, 2009), 3) clinical faculty caring through the Nursing Students’ Perceptions of Instructor Caring (Wade & Kasper, 2006), and 4) socialization to the professional role, measured by the Lawler-Stone Health Care Professional Attitude Inventory (Lawler, 1988). T-tests were completed on data to determine differences between CSM and TM students on the scales. Additionally, a focus group of four CSM students was completed, transcribed and analyzed for qualitative themes.
There were no significant differences between CSM and TM students on caring efficacy, overall perceptions of the clinical learning environment, and overall socialization to the professional role. There were significant differences between scores on instructor facilitation of learning, perceptions of instructor caring, compassion, superordinate and impatience for change.
Limitations of this study include low sample size and are partially due to limitations of the class size and low survey participation. Additionally, only CSM students attended a focus group, which prevented comparisons of qualitative feedback between groups. Even with these limitations CSM students scored as well or better than TM students, indicating that the CSM could be a viable model for nursing clinical education.
|Commitee:||Chase, Susan K., Newman, David, Smith, Marlaine|
|School:||Florida Atlantic University|
|School Location:||United States -- Florida|
|Source:||DAI-B 74/11(E), Dissertation Abstracts International|
|Keywords:||Accelerated studies, Caring, Clinical scholars, Nursing, Theory-practice gaps|
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