Scaffolding Clinical Experiences to Support Student Learning, Skill Acquisition, and Increase Exposure to Patient
Megan Stuffle1, Gina Herron, Susan Ofner
1About the Authors Megan Stuffle, DNP, RN, CMSRN, NPD-BC, CNE, CHSE, is a clinical assistant professor, Indiana University School of Nursing, Indianapolis, Indiana. Gina Herron, DNP, RNC-OB, CNE, is a clinical assistant professor, Indiana University School of Nursing. Susan Ofner, MS, is a statistician, Department of Biostatistics and Health Data Science, Indiana University. The authors thank Drs. Richard and Diane Billings for funding this pilot study and Dr. Tasneem L. Talib for her editorial support. For more information, contact Dr. Stuffle at mel2@iu.edu .
Abstract:
Traditional clinical models inadequately help nursing students achieve learning outcomes and prepare to enter practice. This pilot tested the effects of a scaffolded clinical model (SCM) on students' performance on skill validations, perceptions of the clinical model, and number of patient care encounters. Two groups of nursing students were compared. The intervention group received SCM based on cognitive neuroscience principles. Compared to the control, significantly greater percentages of students passed intravenous piggyback administration skill validations on the first attempt and encountered 11 to 20 patients. Clinical models based on cognitive neuroscience principles may better prepare students for entry into practice.
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