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Related Experiment Videos

Clinical Nurses' Perceptions of a Senior Capstone Dedicated Educational Unit.

Donna M Glynn1, Judith Wendt, Bonnie Russell

  • 1About the Authors Donna M. Glynn, PhD, RN, ANP, is an associate dean and associate professor, Regis College School of Nursing, Weston, Massachusetts. Judith Wendt, MSN, RN, Bonnie Russell, MSN, RN, Grace Conley, MSN, RN, and Patrick Hill, MSN, RN, are administrative nurses on the staff of the VA Boston Healthcare System, Boston, Massachusetts. For more information, contact Dr. Glynn at donna.glynn@regiscollege.edu.

Nursing Education Perspectives
|June 30, 2018
PubMed
Summary

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This pilot study found no difference in student outcomes between traditional capstone and dedicated educational units (DEUs). However, nursing management noted improved leadership and teamwork with the DEU model for nurse transition to practice.

Area of Science:

  • Nursing Education
  • Clinical Practice Models
  • Healthcare Management

Background:

  • Transitioning new nursing graduates into practice is crucial for patient safety and healthcare system stability.
  • Traditional capstone models may not fully prepare nursing students for clinical practice demands.
  • Dedicated Educational Units (DEUs) offer an alternative model for clinical education and workforce integration.

Purpose of the Study:

  • To evaluate clinical nurses' perceptions of a senior capstone dedicated educational unit (DEU) model compared to a traditional capstone model.
  • To assess the satisfaction and effectiveness of the DEU model for nursing students' transition to practice.
  • To identify potential differences in leadership and teamwork within the DEU model.

Main Methods:

Related Experiment Videos

  • A pilot study comparing two models: traditional capstone and DEU senior capstone.
  • Nursing students were assigned to either the traditional or DEU unit.
  • Staff nurses completed an online survey to compare satisfaction and effectiveness.

    • Main Results:

    • No significant perceived differences in student outcomes between the DEU and traditional capstone models were reported by staff nurses.
    • Nursing management observed an improved sense of leadership and teamwork on units utilizing the DEU model.
    • Overall satisfaction and effectiveness perceptions were comparable between the two models from the staff nurses' perspective.

    Conclusions:

    • The DEU model shows potential for enhancing unit-level leadership and teamwork during the nursing student transition to practice.
    • Further research is warranted to explore the broader impact of DEUs on nursing workforce development and retention.
    • Both DEU and traditional capstone models appear effective from the perspective of clinical nurses regarding student outcomes.