Teaching Prelicensure Nursing Students Reasoning in Clinical Experiences: A Pilot Study.

BACKGROUND: Clinical experiences are foundational learning components for prelicensure nursing students. Given the complexities of modern nursing practice in an aging America, clinical educators must teach nursing students to reason when engaging in patient care. Contemporary pedagogy to enhance reasoning relies on case studies and simulation. Specific and standardized methods for clinical education are largely absent in the literature. METHOD: This pilot study measured the clinical reasoning ability of nursing students using the Health Sciences Reasoning Test (HSRT). Participants completed the test before their first clinical day and again after their last clinical day. Pre- and posttest HSRT scores were analyzed by control and intervention groups as well as student levels. RESULTS: Posttest HSRT scores improved significantly in the intervention group at the end of the semester. CONCLUSION: The PREP framework is a novel approach to clinical education and improved the clinical reasoning of prelicensure nursing students. [J Nurs Educ. 2023;62(8):467-470.].

Education Improves Emergency Department Providers' Knowledge of Human Trafficking.

The purpose of this quality improvement (QI) initiative was to implement a human trafficking (HT) education module for the emergency department (ED) staff and providers along with implementation of a policy and protocol for screening, identification, and referral of HT victims in the ED to increase provider knowledge of HT and ensure provider compliance with the HT protocol via documentation of red flags and screening questions in the electronic medical record along with social services referrals. The goal of the social services referral was to connect the HT victim with community resources that facilitated placement, food, and shelter in the event the trafficking victim accepted rescue. HT is a public health concern, globally, nationally, and at the state and local levels. ED providers, which include advanced practice registered nurses such as nurse practitioners and clinical nurse specialists, are positioned to be able to identify and treat victims of HT. Therefore, HT victims are being seen and treated in EDs; however, health care providers are not recognizing them. Project design was a QI initiative, which utilized a convenience sample of ED providers. All ED providers and staff completed the HT Education module in Health Stream with pretest/posttest assessments via the PROTECT instrument, which evaluated ED staff/provider knowledge, perceived, actual, and confidence of HT, demographics, previous contact with HT victims, and participant preference for future HT training. HT Education resulted in improved knowledge of participants' perceived, actual, and confidence of HT as demonstrated by statistical significance from pretest to posttest scores; therefore, the HT educational training proved to be beneficial.