Comparing Student Clinical Self-efficacy And Team Process Outcomes For A Deu, Blended, And Traditional Clinical Setting: A Quasi-experimental Research Study

Document Type

Article

Publication Date

1-1-2018

Publication Title

Nurse Education Today

Publisher

Churchill Livingstone

Volume

62

First page number:

107

Last page number:

111

Abstract

Background 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. Objectives 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. Methods 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. Results 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 (p < 0.001) had significantly larger increases in clinical self-efficacy compared to students participating in the traditional model. Conclusions 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. © 2017 Elsevier Ltd

Keywords

Clinical education; Clinical self-efficacy; Dedicated education unit; Nursing education; Nursing students; Social cognitive theory; Team process

Language

English

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