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Educational Interventions to Improve Graduating Nursing Students' Practice Readiness: A Systematic Review
Bobbi Shatto1, Geralyn Meyer, Mary Krieger
1Associate Professor (Dr Shatto), Professor (Dr Meyer), Reference Librarian (Ms Krieger), Students (Sr. Maria Josefa Kreienkamp, Ms Kendall, and Ms Breitbach), Saint Louis University, St Louis, Missouri.
Background:
For practice readiness, graduates need minimal competence in many areas. The American Association of Colleges of Nursing (AACN) identified 10 domains of competence.
Purpose:
The aim was to determine whether there is evidence of the objective assessment of learning in the senior year that aligns with the new AACN domains.
Methods:
A systematic literature review included English language, final year, baccalaureate program, and outcomes objectively measured. Master's and midwifery programs were excluded. Database searches by a reference librarian (March 24, 2020) in Scopus, CINAHL, Ovid MEDLINE, ERIC, and Web of Science resulted in 40 peer-reviewed articles. Samples ranged from 9 to 527. Three authors examined results ensuring rigor, decreasing bias, and categorizing articles into the AACN's 10 domains. MERSQI scoring was applied.
Results:
Six of the 10 domains were addressed in the literature. Many studies used investigator-developed tools with no validity or reliability.
Conclusions:
An emphasis on practice readiness means educators must be able to teach and measure critical behaviors.
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