AI Article Synopsis
- Faculty in a BSN program identified that fundamentals students struggle with confidence in applying skills from long-term care to acute medical-surgical settings.
- The study utilized Benner's novice to expert framework to create a peer-coached simulation aimed at helping students transition from novice to advanced beginner levels.
- Results showed significant increases in learners' confidence post-simulation, with qualitative feedback indicating improved preparedness and self-assurance, suggesting peer coaching could facilitate better clinical transitions.
Article Abstract
Faculty in a baccalaureate nursing (BSN) program recognized that fundamentals students often expressed a lack of confidence regarding translating knowledge and skills from long-term care environments into acute medical-surgical environments. This study used Benner's novice to expert framework as the basis for designing and implementing a peer-coached student led simulation with the aim of easing student transition from novice to advanced beginner. A mixed-methods descriptive design was used to gather and analyze qualitative data from peer-coach and learner focus groups. Quantitative data via a self-developed questionnaire was obtained from learners before and after the simulation experience. Results of quantitative data indicated significantly improved confidence levels among learners post simulation. Themes from qualitative data revealed that learners possessed improved levels of confidence and feelings of preparedness. These results suggest that peer coaching through student-led simulations is one possible way to support students in transitioning from beginning to higher-level clinical experiences.
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| http://dx.doi.org/10.1016/j.nepr.2018.11.020 | DOI Listing |
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