{"id":{"repo_id":"alabama","oai_identifier":"oai:ir.ua.edu:123456789/15345"},"canonical_url":"https://search.dev.ndltd.org/etd/alabama/oai:ir.ua.edu:123456789/15345","repository":{"repo_id":"alabama","name":"University of Alabama","base_url":"https://ir-api.ua.edu/oai/request"},"display":{"title":"Student Nurses' Perceptions on Practice Readiness After a Clinical Capstone Experience","abstract":"Practice readiness continues to be the center of discussion when nursing students transition to new graduate nurse roles after graduation. This quantitative study aimed to explore the perception of undergraduate (UG) nursing students' practice readiness for professional practice in a baccalaureate nursing program in the southern United States. This current study aimed to close the gap between the workplace demands of highly complex clinical learning experiences and the student nurse's practice readiness expectations. A total of (n=65) senior-level nursing students from the Traditional and Accelerated programs participated by responding to the Casey Fink Practice Readiness Survey (CFRPS). Bivariate analysis indicated that the two cohorts (Traditional & Accelerated) did not differ significantly by mean scores, reflecting that both cohorts reported a higher perception of practice readiness when performing the 20 key nursing activities. Chi-square analysis indicated that the type of BSN program was not significantly associated with student gender. However, being employed during the senior semester was significantly related to the type of BSN program. The top skills reported by students in both cohorts as most uncomfortable were blood draw/venipuncture, central line care, chest tube care, and responding to an emergency/CODE/changing patient condition. Management of 2 and 3 patients and the type of BSN program were not significant in both cohorts. Yet, analysis revealed that a higher percentage of the Traditional cohort expressed confidence in managing four patients than the Accelerated cohort. Practice readiness aligned with higher student nurse confidence levels and patient safety can help nursing students practice safely and independently as they transition into their professional roles.","abstract_html":"Practice readiness continues to be the center of discussion when nursing students transition to new graduate nurse roles after graduation. This quantitative study aimed to explore the perception of undergraduate (UG) nursing students' practice readiness for professional practice in a baccalaureate nursing program in the southern United States. This current study aimed to close the gap between the workplace demands of highly complex clinical learning experiences and the student nurse's practice readiness expectations. A total of (n=65) senior-level nursing students from the Traditional and Accelerated programs participated by responding to the Casey Fink Practice Readiness Survey (CFRPS). Bivariate analysis indicated that the two cohorts (Traditional & Accelerated) did not differ significantly by mean scores, reflecting that both cohorts reported a higher perception of practice readiness when performing the 20 key nursing activities. Chi-square analysis indicated that the type of BSN program was not significantly associated with student gender. However, being employed during the senior semester was significantly related to the type of BSN program. The top skills reported by students in both cohorts as most uncomfortable were blood draw/venipuncture, central line care, chest tube care, and responding to an emergency/CODE/changing patient condition. Management of 2 and 3 patients and the type of BSN program were not significant in both cohorts. Yet, analysis revealed that a higher percentage of the Traditional cohort expressed confidence in managing four patients than the Accelerated cohort. Practice readiness aligned with higher student nurse confidence levels and patient safety can help nursing students practice safely and independently as they transition into their professional roles.","abstract_has_math":false,"creators":["Rukobo, Carol"],"institution":"University of Alabama Libraries","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Owings, Clara","Rice, Margaret","Erevelles, Nirmala","Wachira, Elizabeth"],"advisors":["Graves, Ann"],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024","date_published":"2024","updated_at":"2026-07-27T18:44:05Z","subjects":["Capstone","Clinical Learning Experience","Perception","Practice readiness","Student Nurses","Undergraduate"],"languages":["en_US","English"],"rights":["All rights reserved by the author unless otherwise indicated."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["1098892"],"render_values":[{"text":"1098892","href":null,"code":true}]}]},"links":{"outbound_url":"https://ir.ua.edu/handle/123456789/15345","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Owings, Clara","Rice, Margaret","Erevelles, Nirmala","Wachira, Elizabeth"]},{"key":"dc:contributor.advisor","label":"Advisor","values":["Graves, Ann"]},{"key":"dc:creator","label":"Author","values":["Rukobo, Carol"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-02-11T13:21:46Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2030-01-23"]},{"key":"dc:date.issued","label":"Date","values":["2024"]},{"key":"dc:publisher","label":"Institution","values":["University of Alabama Libraries"]},{"key":"dc:type","label":"Dc Type","values":["thesis","text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Capstone","Clinical Learning Experience","Perception","Practice readiness","Student Nurses","Undergraduate"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["All rights reserved by the author unless otherwise indicated."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["1098892"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://ir.ua.edu/handle/123456789/15345"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Electronic Thesis or Dissertation"]},{"key":"dc:description.abstract","label":"Abstract","values":["Practice readiness continues to be the center of discussion when nursing students transition to new graduate nurse roles after graduation. This quantitative study aimed to explore the perception of undergraduate (UG) nursing students' practice readiness for professional practice in a baccalaureate nursing program in the southern United States. This current study aimed to close the gap between the workplace demands of highly complex clinical learning experiences and the student nurse's practice readiness expectations. A total of (n=65) senior-level nursing students from the Traditional and Accelerated programs participated by responding to the Casey Fink Practice Readiness Survey (CFRPS). Bivariate analysis indicated that the two cohorts (Traditional & Accelerated) did not differ significantly by mean scores, reflecting that both cohorts reported a higher perception of practice readiness when performing the 20 key nursing activities. Chi-square analysis indicated that the type of BSN program was not significantly associated with student gender. However, being employed during the senior semester was significantly related to the type of BSN program. The top skills reported by students in both cohorts as most uncomfortable were blood draw/venipuncture, central line care, chest tube care, and responding to an emergency/CODE/changing patient condition. Management of 2 and 3 patients and the type of BSN program were not significant in both cohorts. Yet, analysis revealed that a higher percentage of the Traditional cohort expressed confidence in managing four patients than the Accelerated cohort. Practice readiness aligned with higher student nurse confidence levels and patient safety can help nursing students practice safely and independently as they transition into their professional roles."]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["electronic"]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Student Nurses' Perceptions on Practice Readiness After a Clinical Capstone Experience"]}]}],"canonical_facts":{"dc:contributor":["Owings, Clara","Rice, Margaret","Erevelles, Nirmala","Wachira, Elizabeth"],"dc:contributor.advisor":["Graves, Ann"],"dc:creator":["Rukobo, Carol"],"dc:date.accessioned":["2025-02-11T13:21:46Z"],"dc:date.available":["2030-01-23"],"dc:date.issued":["2024"],"dc:description":["Electronic Thesis or Dissertation"],"dc:description.abstract":["Practice readiness continues to be the center of discussion when nursing students transition to new graduate nurse roles after graduation. This quantitative study aimed to explore the perception of undergraduate (UG) nursing students' practice readiness for professional practice in a baccalaureate nursing program in the southern United States. This current study aimed to close the gap between the workplace demands of highly complex clinical learning experiences and the student nurse's practice readiness expectations. A total of (n=65) senior-level nursing students from the Traditional and Accelerated programs participated by responding to the Casey Fink Practice Readiness Survey (CFRPS). Bivariate analysis indicated that the two cohorts (Traditional & Accelerated) did not differ significantly by mean scores, reflecting that both cohorts reported a higher perception of practice readiness when performing the 20 key nursing activities. Chi-square analysis indicated that the type of BSN program was not significantly associated with student gender. However, being employed during the senior semester was significantly related to the type of BSN program. The top skills reported by students in both cohorts as most uncomfortable were blood draw/venipuncture, central line care, chest tube care, and responding to an emergency/CODE/changing patient condition. Management of 2 and 3 patients and the type of BSN program were not significant in both cohorts. Yet, analysis revealed that a higher percentage of the Traditional cohort expressed confidence in managing four patients than the Accelerated cohort. Practice readiness aligned with higher student nurse confidence levels and patient safety can help nursing students practice safely and independently as they transition into their professional roles."],"dc:format.medium":["electronic"],"dc:format.mimetype":["application/pdf"],"dc:identifier.other":["1098892"],"dc:identifier.uri":["https://ir.ua.edu/handle/123456789/15345"],"dc:language":["English"],"dc:language.iso":["en_US"],"dc:publisher":["University of Alabama Libraries"],"dc:rights":["All rights reserved by the author unless otherwise indicated."],"dc:subject":["Capstone","Clinical Learning Experience","Perception","Practice readiness","Student Nurses","Undergraduate"],"dc:title":["Student Nurses' Perceptions on Practice Readiness After a Clinical Capstone Experience"],"dc:type":["thesis","text"]},"updated_at":"2026-07-27T18:44:05Z"}