Addressing challenges in nursing education through a clinical instruction model based on a hybrid, inquiry-based...

Area of Science:

• Nursing Education
• Pedagogy
• Clinical Instruction

Background:

• Accelerated baccalaureate nursing programs face challenges in integrating theoretical knowledge with practical clinical skills.
• Traditional clinical instruction models may not fully prepare nursing students for the complexities of modern healthcare.
• There is a need for innovative teaching strategies to enhance critical thinking and practice readiness.

Purpose of the Study:

• To describe an innovative hybrid, inquiry-based learning clinical instruction model.
• To evaluate the perceived value of this model by nurse faculty and students.
• To explore how the model strengthens the theory-practice relationship and prepares students for future learning.

Main Methods:

• Implementation of a hybrid, inquiry-based learning clinical instruction model across three university nursing schools.
• Detailed description of student and faculty roles within the model.
• Inclusion of examples of grading criteria to assess student performance.

Main Results:

• Nurse faculty and students perceive the model as a valuable teaching-learning approach.
• The model effectively strengthens the connection between theoretical nursing concepts and practical application.
• Participants reported enhanced critical thinking and effective action in clinical settings.

Conclusions:

• The hybrid, inquiry-based learning model is a successful strategy for accelerated nursing education.
• This approach fosters critical thinking, effective practice, and a commitment to lifelong learning.
• The model prepares nursing professionals for the dynamic healthcare environment.