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Desafiando Suposiciones: Asociación entre Horas Clínicas, Simulación y Experiencia Laboral y la Preparación para la
Teale Ryan1, Kesa Herlihy, Ericka Sanner-Stiehr
1Author Affiliations: Clinical Instructor (Dr Ryan), School of Nursing, University of Kansas Medical Center, Salina, Kansas; Clinical Associate Professor (Drs Herlihy and Sanner-Stiehr), Professor (Drs Weis and Christian), School of Nursing, University of Kansas Medical Center, Kansas; and Associate Professor (Dr Sardiu), Department of Biostatistics & Data Science, University of Kansas Medical Center, Kansas City, Kansas.
Background:
Extensive clinical hours and prior health care experience are widely believed to enhance new graduate nurse practice readiness, yet supporting evidence is limited.
Purpose:
To examine relationships between new graduate practice readiness and clinical hours, proportion of simulation hours, and prior health care experience.
Methods:
This post hoc analysis used demographic data from a cross-sectional study evaluating effects of education delivery models on practice readiness. The 189 students from 8 Bachelor of Science in Nursing programs completed surveys during their final 6 weeks. Program directors reported clinical and simulation hours. ANOVA and nonparametric equivalents examined relationships.
Results:
No significant associations were found between practice readiness and total clinical hours, between practice readiness and percentage of simulation hours, or between practice readiness and prior health care employment.
Conclusion:
Findings challenge assumptions, suggesting that quantity of clinical hours and prior health care experience are not associated with practice readiness.
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