title: In pursuit of an optimal model of undergraduate nurse clinical education: An integrative review.
abstract: Clinical learning experiences are an essential part of nurse education programs. Numerous approaches to clinical education and student supervision exist. The aim of this integrative review was to explore how studies have compared or contrasted different models of undergraduate nurse clinical education. A search of eight databases was undertaken to identify peer-reviewed literature published between 2006 and 2015. Eighteen studies met the inclusion criteria. A diverse range of methodologies and data collection methods were represented, which primarily explored student experiences or perceptions. The main models of undergraduate nurse clinical education identified were: traditional or clinical facilitator model; the preceptorship or mentoring model; and the collaborative education unit model in addition to several novel alternatives. Various limitations and strengths were identified for each model with no single optimal model evident. Thematic synthesis identified four common elements across the models: the centrality of relationships; the need for consistency and continuity; the potential for variety of models; and the viability/sustainability of the model. The results indicate that effective implementation and key elements within a model may be more important than the overarching concept of any given model. Further research is warranted to achieve an agreed taxonomy and relate model elements to professional competence.
authors: Faculty of Health, University of Technology Sydney, PO Box 123, Broadway, Sydney, NSW, 2007, Australia. Electronic address: Janet.Forber@student.uts.edu.au.
authors: Jan
authors: J
authors: Forber
authors: Faculty of Health, University of Technology Sydney, PO Box 123, Broadway, Sydney, NSW, 2007, Australia. Electronic address: Michelle.DiGiacomo@uts.edu.au.
authors: Michelle
authors: M
authors: DiGiacomo
authors: Faculty of Health and Social Care, Edge Hill University, St Helens Road, Ormskirk, Lancashire, United Kingdom; University of Tasmania, Churchill Avenue, Hobart, Tasmania, 7005, Australia. Electronic address: bernie.carter@edgehill.ac.uk.
authors: Bernie
authors: B
authors: Carter
authors: Faculty of Health, University of Technology Sydney, PO Box 123, Broadway, Sydney, NSW, 2007, Australia; School of Nursing, John Hopkins University, 525N Wolfe Street, Baltimore, United States. Electronic address: pdavidson@jhu.edu.
authors: Patricia
authors: P
authors: Davidson
authors: Faculty of Health, University of Technology Sydney, PO Box 123, Broadway, Sydney, NSW, 2007, Australia. Electronic address: Jane.Phillips@uts.edu.au.
authors: Jane
authors: J
authors: Phillips
authors: Oxford Institute of Nursing and Allied Health Research (OxiNAHR), Faculty of Health & Life Sciences, Oxford Brookes University, UK and Oxford University Hospitals NHS Foundation Trust, United Kingdom. Electronic address: djackson@brookes.ac.uk.
authors: Debra
authors: D
authors: Jackson
mesh_terms: D002983:Clinical Competence / Q000592:standards*; D004508:Education, Nursing, Baccalaureate / Q000379:methods* / Q000592:standards; D006801:Humans; D017145:Models, Educational; D011231:Preceptorship / Q000639:trends; D013338:Students, Nursing; D013663:Teaching / Q000592:standards*
keywords: Clinical education; Clinical placements; Education models; Nursing students