RESUMO
BACKGROUND: Clinical learning is a critical element to prepare nursing students for the profession. There is limited evidence on the experience-complexity gap among novice nursing students entering the workforce. PURPOSE: This study aimed to implement a novel longitudinal clinical experience program and examined readiness for practice for undergraduate nursing students. METHODS: We used a prospective cohort design using the Casey-Fink Readiness for Practice survey. FINDINGS: There have been 2,004 clinical placements filled since the start of the program. Repeated exposure at one organization provided consistency and continuity while allowing students to develop relationships with patients and staff in a variety of settings. The medical-surgical two clinical experience was a pivotal course that influenced students' perception to enter the nursing workforce. DISCUSSION: Clinical and academic partners must collaborate to provide the necessary competencies required to enter the workforce. Longitudinal clinical programs may improve nursing students readiness for practice. CONCLUSION: The continous and immersive nature of the longitudinal clinical experience program facilitated the development of critical thinking skills and clinical competence, suggesting that longitudinal clinical placements can bridge the experience-complexity gap in nursing education.
RESUMO
Engaging clinical nurses in quality improvement is essential to achieve improved patient outcomes. By using gamification, nursing professional development specialists can increase motivation and improve attitudes toward quality improvement. This project was designed to create and implement a virtual escape room to engage clinical nurses in nursing-sensitive quality improvement. Results revealed that gamification was a valuable active learning strategy that allowed participants to be more immersed in the learning experience.
