The impact of the maternal-child clinical learning environment on undergraduate nursing students' self-efficacy
Christina M. Lightner, PhD, MSN, WHNP-BC, RN, Academic Wellness Coordinator, Assistant Teaching Professor
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There are currently many challenges to clinical nursing education. The coronavirus 2019 pandemic compounded these challenges when hospitals and government mandates excluded nursing students from traditional in-person clinical experiences. These barriers made it challenging to continue nursing education for prospective future nurses. While the current standard of practice is to employ in-person clinical, the National Council of State Boards of Nursing recognizes that up to 50 percent of traditional undergraduate nursing clinical hours can be replaced with high-quality simulation for nursing in the seven core nursing courses, including maternal-child. Educators were pressured to keep the education flow moving ahead for prospective new nurses, confronting an upcoming nurse shortage. Nursing innovation and technology allowed educators to pivot their traditional clinical teaching to screen-based simulation. Guided by Bandura’s self-efficacy and Ericsson’s work on deliberate practice, this study evaluated the impact of the maternal-child clinical learning environment on undergraduate nursing students’ obstetric self-efficacy. A non-experimental, cross-sectional, quantitative study design was implemented. A convenience sample of 381 Pennsylvania nursing students responded to the online survey from varying programmatic levels who completed maternal-child clinical during Fall 2020, Spring 2021, and Summer 2021 semesters. In alignment with previous research, this study’s findings recognize that in-person traditional clinical experiences remain best for increasing maternal-child nursing students’ obstetric self-efficacy rather than employing SBS or a mixture of SBS and traditional clinical. Findings revealed an inverse relationship between screen-based simulation and nursing students’ self-efficacy, suggesting that the quality of teaching and learning is impacted. The best teaching and learning strategies using screen-based simulation merit further inquiry in teaching maternal-child clinical to undergraduate nursing students. Future research is warranted on investigating best practices for teaching strategies for students in maternal-child nursing using screen-based simulation in times of natural crisis or in the event of future pandemics.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 29161064; ProQuest document ID: 2656857811. 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|
|Research Approach||Quantitative Research|
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