Abstract
"Purpose: The purpose of this study was to determine if there was an increase in the level of clinical skills competence with intentional integration into the clinical coursework. |Aim 1: To determine the number of times each student performed the clinical skills within a clinical course. Aim 2: To identify if the level of confidence in clinical skill performance was increased when clinical skills were intentionally integrated into the clinical coursework. |Background: In recent history, the mastery of clinical skills has turned to an 'education by random opportunity.' With healthcare becoming more complex preparing new nurses to enter the workforce clinically competent, as measured by confidence and experience, is vital. The focus on task completion rather than overall learning requires a change in the delivery of nursing education (Ironside, McNelis & Ebright, 2014). The charge to transform education delivery is not only recognized within education but also within the profession, especially within the first year. In a qualitative study by Chandler (2012) first year nurses recognized their inexperience and applied self-judging principles as a reaction. Therefore the development of a supportive environment by both preceptors and administration alike facilitated growth and development rather than negative focus. Through the combination of a fostered learning environment and an increase in clinical skills opportunities as well as peer assessment one can expect that pre-licensure nursing students will see an increase in the level of confidence and thus clinical competence (Rush, Firth, Burke & Marks-Maran, 2012). |Method: Based upon student feedback, a weekly clinical skills lab was developed that allowed clinical skills to be introduced, through educational videos, reinforced, through faculty guidance (1:4 faculty to student ratio) and demonstrated through test-out opportunities. The integrated approach to skills lab allowed weekly critical thinking and medication calculation exercises to be completed with direct faculty communication and feedback. Over an eight week period, each student completed 32 skills lab hours focused in seven skill areas: ostomy care, wound care, NG insertion, tracheostomy care, IV insertion, IV management, central line dressing changes and medication administration principles."