Dedicated Education Units: Research Instruments Used to Measure Effectiveness of the Clinical Experience for Nursing Students
Janet Banks
MSN, RN, DNP Student at Frances Payne Bolton School of Nursing, Case Western Reserve University
Janet M. Banks received her Bachelor of Science in Nursing from University of Portland and her Master of Science in Nursing Education from Gonzaga University. Ms. Banks joined the University of Portland in 2009 as a Clinical Faculty Coordinator working with nursing students on the Dedicated Education Units. Ms. Banks speaks to and consults with schools of nursing interested in adopting the DEU model in their clinical sites. The DEU and nursing clinical education are the focus of her scholarly project while working on her Doctorate of Nursing Practice at Case Western Reserve University. Ms. Banks has spent a decade each at the bedside of medical surgical and obstetric patients, caring for individuals and families, and newborns both well and requiring subspecialty nursery care.
Mary T. Quinn Griffin
PhD. RN, FAAN, ANEF, Frances Payne Bolton School of Nursing, Case Western Reserve University
This presenter did not provide a biography.
Abstract
Background: Dedicated Education Units (DEU) are innovative clinical education sites developed in collaboration with academic and clinical partners utilizing the expertise of staff nurses and clinical faculty to maximize... [ view full abstract ]
Background: Dedicated Education Units (DEU) are innovative clinical education sites developed in collaboration with academic and clinical partners utilizing the expertise of staff nurses and clinical faculty to maximize student learning. Staff nurses provide clinical teaching. Clinical faculty provide educational expertise to staff nurses, and professional development to nursing students and all unit staff. Satisfaction increased among nurses, unit staff, students and faculty; more students were placed in fewer clinical settings; enrollment in the school of nursing increased; school of nursing faculty numbers stayed constant. The model has been adapted to long-term care (LTC) and community settings. Clinical teaching in the LTC is based on a team model; all healthcare staff are tapped for their particular area of expertise.
Aim of Review. The objectives were to conduct a systematic literature review to identify schools of nursing that had implemented a DEU, research regarding the effectiveness of the DEU, and research instruments used. The systematic review cataloged these tools, and documented validity and reliability.
Search/Review Methodology. CINAHL, ERIC, Medline and PubMed (using MeSH terms) were searched, from 1983 to 2014, using the terms dedicated education unit and evaluation.
Key Findings. Quantitative and mixed methods studies were included; only quantitative methods were catalogued. Evaluations included: the clinical learning environment from the perspective of the students; nurse, faculty, and student satisfaction; professional practice environment; and student achievement. Existing measures included: fall rates, patient satisfaction, NCLEX pass rates, and standardized tests. Improvements in quality of care and patient safety, increased interest in DEU practice settings, decreased length of new graduate orientation, and decreased cost of clinical education by both universities and service partners were noted.
Conclusions. Valid and reliable tools have been used to evaluate DEUs with overall positive outcomes. Schools of nursing and service partners have excellent models for DEU development and evaluation.
Authors
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Janet Banks
(MSN, RN, DNP Student at Frances Payne Bolton School of Nursing, Case Western Reserve University)
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Mary T. Quinn Griffin
(PhD. RN, FAAN, ANEF, Frances Payne Bolton School of Nursing, Case Western Reserve University)
Topic Areas
Lifecourse, older people or dementia , Education Research
Session
OS-3B:2 » OS-3 life course 2 (14:40 - Monday, 30th March, Classroom 2)
Presentation Files
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