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Learning Outcomes Attributed to Prelicensure Clinical Education in Nursing: A Systematic Review of Qualitative
Kim Leighton1, Suzan Kardong-Edgren, Angela McNelis
1Author Affiliations: Executive Director (Dr Leighton), Itqan Clinical Simulation and Innovation Center, Hamad Medical Corporation, Doha, Qatar; Associate Professor (Dr Kardong-Edgren), Health Professions Education, MGH Institute of Health Professions, Boston, MA; Professor and Associate Dean for Scholarship, Innovation, and Clinical Science (Dr McNelis), The George Washington University School of Nursing; and Associate Director for Reference and Instruction (Ms Sullo), Himmelfarb Health Sciences Library, The George Washington University, Washington, DC.
Background:
Educators agree that clinical experiences are vital to the development of a graduate nurse; however, there is little research on student learning outcomes related to these experiences.
Purpose:
The purpose of this systematic review was to examine qualitative studies of student learning in traditional clinical models.
Methods:
A systematic review was conducted following the Joanna Briggs Institute and Preferred Reporting Items for Systematic Reviews and Meta-Analyses criteria. Nine electronic databases were searched using 43 search terms. Full-text review was completed on 109 articles, with 26 undergoing critical appraisal.
Results:
Only 6 qualitative studies reported learning outcomes attributed to clinical education models, focusing on experiences in foreign clinical placements, nurse-run clinics, the night shift, transition to professional identity, practicing as a clinical dyad, and development of caring skills.
Conclusions:
The results of the systematic review of qualitative research that studied outcomes of prelicensure clinical education were insufficient to provide recommendations for traditional clinical education that are supported by evidence.
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