Comparing student clinical self-efficacy and team process outcomes for a DEU, blended, and traditional clinical setting: A quasi-experimental research study
| Autor: | Christina Plemmons, Michele C. Clark, Du Feng |
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| Rok vydání: | 2018 |
| Předmět: |
Models
Educational Attitude of Health Personnel media_common.quotation_subject education Social Theory Education Treatment and control groups 03 medical and health sciences 0302 clinical medicine Surveys and Questionnaires Health care Humans 030212 general & internal medicine Nurse education General Nursing media_common Patient Care Team Self-efficacy Medical education Teamwork 030504 nursing business.industry Professional development Education Nursing Baccalaureate Focus Groups Self Efficacy Group Processes Scale (social sciences) Students Nursing 0305 other medical science business Psychology Social cognitive theory |
| Zdroj: | Nurse Education Today. 62:107-111 |
| ISSN: | 0260-6917 |
| DOI: | 10.1016/j.nedt.2017.12.029 |
| Popis: | Clinical education is vital to both the development of clinical self-efficacy and the integration of future nurses into health care teams. The dedicated education unit clinical teaching model is an innovative clinical partnership, which promotes skill development, professional growth, clinical self-efficacy, and integration as a team member. Blended clinical teaching models are combining features of the dedicated education unit and traditional clinical model.The aims of this study are to explore how each of three clinical teaching models (dedicated education unit, blended, traditional) affects clinical self-efficacy and attitude toward team process, and to compare the dedicated education unit model and blended model to traditional clinical.A nonequivalent control-group quasi-experimental design was utilized. The convenience sample of 272 entry-level baccalaureate nursing students included 84 students participating in a dedicated education unit model treatment group, 66 students participating in a blended model treatment group, and 122 students participating in a traditional model control group. Perceived clinical self-efficacy was evaluated by the pretest/posttest scores obtained on the General Self-Efficacy scale. Attitude toward team process was evaluated by the pretest/posttest scores obtained on the TeamSTEPPS® Teamwork Attitude Questionnaire.All three clinical teaching models resulted in significant increases in both clinical self-efficacy (p=0.04) and attitude toward team process (p=0.003). Students participating in the dedicated education unit model (p=0.016) and students participating in the blended model (p0.001) had significantly larger increases in clinical self-efficacy compared to students participating in the traditional model.These findings support the use of dedicated education unit and blended clinical partnerships as effective alternatives to the traditional model to promote both clinical self-efficacy and team process among entry-level baccalaureate nursing students. |
| Databáze: | OpenAIRE |
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