The impact of experiential learning clinical orientation for accelerated baccalaureate nursing learners
Katie Pawloski, PhD, RN, CMSRN, CNE, Professor of Practice - Utica University
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This research explored the impact on overall specialty course grades for nursing students who either participated in or did not participate in experiential learning clinical orientations in specialty nursing areas and overall course grades. The experiential learning clinical orientations were developed and implemented to address the lack of clinical sites, faculty, and learners' clinical experiences in an accelerated baccalaureate nursing program (ABSN) program at two locations. Learners were immersed in simulated encounters of various levels of fidelity that they may not have been able to be actively involved in during traditional clinical encounters. The methodology used was qualitative quasi-experimental: non-equivalent groups. The population for this study was retrieved from archived course grades of two groups of adult learners who attended an accelerated baccalaureate nursing program in the United States. One group attended and completed one of two specialty nursing courses during May, August, or December of 2018 and attended traditional clinical while the second group completed one of the two specialty courses during May, August, or December of 2019 and participated in an experiential learning orientation prior to attending their clinical rotation. The data analysis consisted of descriptive statistics and an independent t-test to examine the means of two groups. The data analysis showed there was a positive statistical difference between the means of the two groups with the traditional clinical group having a higher mean course average. The skew and kurtosis of the experiential learning orientation group suggest significant outliers which may have impacted the results. Based on the findings of the literature review, analysis of the data, and the study being a novel, there are many opportunities for future research.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 29395086; ProQuest document ID: 2731755050. The author still retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
|Review Type||None: Degree-based Submission|
|Evidence Level||Quasi-Experimental Study, Other|
|Research Approach||Qualitative Research|
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