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Teaching Prioritization: "Who, What, & Why?"

Mary Ann Jessee

    The Journal of Nursing Education
    |May 1, 2019
    PubMed
    Summary
    This summary is machine-generated.

    A new nursing education strategy helps students learn to prioritize patient care effectively. This approach improves risk recognition and safe intervention skills for new graduate nurses.

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    Area of Science:

    • Nursing Education
    • Clinical Skills Development
    • Patient Safety

    Background:

    • New graduate nurses require enhanced skills in prioritizing complex patient needs to prevent adverse outcomes.
    • There is a need for effective, theoretically-grounded strategies to teach prioritization without major changes to clinical education.

    Purpose of the Study:

    • To implement and evaluate a structured prioritization exercise for prelicensure nursing students.
    • To improve students' ability to identify and act on high-risk patient care issues.

    Main Methods:

    • A scaffolded prioritization exercise incorporating individual and peer-learning strategies was used.
    • The exercise utilized students' assigned clinical patient data within existing clinical conference sessions.
    • This was implemented across a three-semester clinical course sequence for baccalaureate nursing students.

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    Main Results:

    • Students valued the peer learning and instructor coaching components of the exercise.
    • Instructors observed improved student recognition of patient risks and prioritization of nursing actions.
    • Students demonstrated enhanced ability to prioritize care in both conference and clinical settings.

    Conclusions:

    • Simple, theory-based teaching strategies can effectively enhance nursing students' prioritization skills.
    • This approach facilitates recognition of critical patient factors and promotes safe patient care.
    • The findings support the integration of such exercises into nursing curricula to prepare competent graduates.