Exploring three modalities of clinical education for prelicensure nursing students and the impact on transition to practice in rural settings

Background

Educational pedagogical modalities have shifted recently. The Clinical Learning Environment Comparison Survey (CLECS 2.0) offers insights into the impact of nursing education modalities and their influence in preparing nursing students for the transition to practice. The research team explored traditional clinical experiences and the use of simulation, in-person/face-to-face simulation, and screen-based simulation in the transition-to-practice for nursing students six months or more after graduation.

Methods

The CLECS 2.0, a quantitative research survey research approach, was utilized to compare traditional clinical experiences and simulated learning opportunities for postgraduate nursing students. Using the Qualtrics survey, 261 novice nurses were recruited via email solicitation.

Results

Nursing graduates were surveyed at least six months postgraduation. Ninety participants completed the survey, all respondents were exposed to traditional clinical experiences, face-to-face simulation and screen-based simulation. Results suggest students felt traditional clinical experiences were the most beneficial, followed by in-person simulation, with the lowest overall scores in screen-based simulation.

Conclusion

Novice nurses identified traditional clinical and face-to-face simulation-based learning experiences as influential factors in the transition to practice readiness. Screen-based simulations lacked applicability to practice readiness but were helpful in developing critical thinking.