Accelerated nursing students and theater students: creating a safe environment by acting the part.
Traditional approaches to teaching basic nursing skills are being questioned for accelerated, or second-degree, nursing students. Since accelerated nursing students have demonstrated the ability to quickly assimilate new information and to transfer skills from a previous career into a new field, it is thought that they may benefit from teaching strategies that promote experiential learning. Through a hermeneutic phenomenological approach, this study inquired into the experiences of 22 accelerated baccalaureate nursing students to determine if narrative learning in a campus laboratory setting helped them integrate content from classroom and clinical practica and move quickly along the pathway to the competencies that are needed for safe nursing practice. Data analysis revealed the teaching/learning significance of narratives for these students and is identified in the theme, "Creating a Safe Environment".
Cangelosi
Pamela R
PR
College of Health and Human Services, George Mason University, Fairfax, Virginia, USA. pcangelo@gmu.edu
D001291:Attitude of Health Personnel; D002983:Clinical Competence; D004324:Drama; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D004518:Education, Professional, Retraining / Q000458:organization & administration*; D006801:Humans; D033262:Narration; D024802:Nurse's Role / Q000523:psychology; D009723:Nurse-Patient Relations; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D016544:Patient Simulation; D018794:Problem-Based Learning / Q000458:organization & administration; D015397:Program Evaluation; D036301:Qualitative Research; D012449:Safety; D020377:Self Efficacy; D013338:Students, Nursing / Q000523:psychology*; D011795:Surveys and Questionnaires; D013663:Teaching / Q000458:organization & administration