ABSTRACT
BACKGROUND: The coronavirus disease 2019 (COVID-19) pandemic created profound effects in nursing education. Using a robust academic-practice partnership, a college of nursing and a health care organization collaborated to launch Jefferson Capstone Experience (JCE), an education delivery model that included a one-to-one, 108-hour clinical preceptorship between an experienced RN and an undergraduate nursing student. METHOD: The expedited design, implementation, and evaluation of JCE is described. The mixed-method program evaluation included surveys, interviews, and focus groups with students, faculty, and preceptors. RESULTS: Students and preceptors reported high levels of satisfaction with JCE. All parties emphasized the importance of clear and timely communication, academic practice collaboration, and organization. A significant number of capstone graduates accepted a position with a capstone clinical partner. CONCLUSION: Although the logistics of planning and implementation were challenging, an immersive and largely positive experience was created for undergraduate students, which created a robust hiring pipeline of new-to-practice nurses. [J Nurs Educ. 2024;63(5):292-297.].
Subject(s)
COVID-19 , Education, Nursing, Baccalaureate , Preceptorship , Humans , COVID-19/epidemiology , COVID-19/nursing , Preceptorship/organization & administration , Education, Nursing, Baccalaureate/organization & administration , Students, Nursing/psychology , Program Evaluation , Nursing Education ResearchABSTRACT
PROBLEM: Physical assessment skills are a mainstay of the nursing process and are taught to pre-licensure learners. Little research has been conducted on the skills that are actually used in practice compared to those that are taught in pre-licensure education. METHOD: This article provides an integrated literature review regarding physical assessment skills and their practical application. FINDINGS: Physical assessment skills are consistently referred to as part of the first step of the nursing process, but further clarification about which skills are included in the definition is needed. CONCLUSIONS: Further research is needed to clarify if what is taught is actually used and to what extent in clinical practice.
