ABSTRACT
BACKGROUND: Clinical instructors noted students in an advanced medical-surgical nursing course frequently struggled to identify cardiac rhythms in clinical settings. Course faculty redesigned a skills lab incorporating the Just-in-Time Teaching (JiTT) teaching approach, which was selected to guide teaching practices and encourage interactions among students and faculty during the lab. METHOD: This mixed-methods study examined student perceptions of implementing JiTT to enhance learning. Data were collected through the use of a questionnaire that included 10 Likert-type and four open-ended questions completed by 269 baccalaureate nursing students. RESULTS: Students provided high evaluative remarks regarding the teaching approach. The following four themes were noted from qualitative data: assessed prior knowledge, student-centered, interactive, and provided clarity. CONCLUSION: Students reported incorporation of a JiTT skills lab provided an effective approach to gain a greater understanding of cardiac rhythms and prepare for clinical practice. [J Nurs Educ. 2021;60(8):472-475.].
