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Implementing a New Capstone Leadership Clinical Course.

Nancy L Novotny1, Melissa Jarvill, Sandra D Nielsen

  • 1Author Affiliations: Associate Professor (Dr Novotny), Director of Undergraduate Programs and Assistant Professor (Dr Jarvill), and Instructional Assistant Professor (Ms Nielsen), Mennonite College of Nursing at Illinois State University, Normal; and Visiting Clinical Instructor (Dr Morris), College of Nursing at University of Illinois at Chicago, Springfield.

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A new capstone leadership clinical course improved new nurses' preparedness and leadership skills by integrating diverse experiences and simulation, addressing educational gaps and enrollment challenges.

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Area of Science:

  • Nursing Education
  • Healthcare Leadership
  • Clinical Skills Development

Background:

  • Nurse educators face challenges in aligning clinical education with evolving healthcare demands.
  • New nurses often lack essential leadership skills and systems-thinking awareness for practice readiness.

Purpose of the Study:

  • To address identified educational gaps and capacity issues in nursing education.
  • To develop and evaluate a novel capstone leadership clinical course for nursing students.

Main Methods:

  • An eclectic education model was employed to design a leadership-focused capstone course.
  • The course incorporated five distinct types of experiences, including simulated learning and reduced acute care hours.

Main Results:

  • Stakeholder evaluations confirmed enhanced leadership capacity, systems thinking, and professional identity in students.
  • Students maintained proficiency in managing multiple patients, teamwork, and evidence-based practice.

Conclusions:

  • The redesigned clinical course effectively supports nursing students' transition to practice and accommodates increased enrollment.
  • Successful implementation of eclectic clinical models necessitates meticulous planning, faculty collaboration, and defined expectations.