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Transitions in Care Model for a Senior-Level Clinical Immersion Experience
Louise Fleming1, Rachael Lorenzen, Joan Stanek
1Author Affiliations: Associate Professor (Dr Fleming), Assistant Professors (Ms Stanek and Dr Williams), and Former Instructor (Ms Mendel) University of North Carolina at Chapel Hill School of Nursing; and Education Coordinator (Ms Lorenzen), University of North Carolina Healthcare, Chapel Hill.
Background:
RN precepted clinical immersion experiences have become a mainstay of prelicensure nursing education, as they increase autonomy and confidence as students prepare to graduate and enter the workforce.
Problem:
Nursing students are often assigned a hospital unit that neither enables them to work with their preferred patient population nor appreciates the patient care continuum.
Approach:
A clinical immersion experience was developed using an innovative model focused on specific patient populations across the care continuum.
Outcomes:
Five clinically immersive experiences were developed. More than 50 students transitioned through varied areas across the care continuum, based on their chosen focus.
Conclusion:
Senior-level nursing students were able to care for patients along the care continuum in both acute and community settings through a new model.
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