A retrospective study of the clinical capstone experience on perceptions of practice readiness in associate degree student nurses and perceptors

Purpose of the Student Transitional Experience into Practice (STEP) study was to explore differences in perceptions of practice readiness between associate degree student nurses and their preceptors after a clinical capstone experience. Significance: Commonalities are reported by student nurses and newly licensed registered nurses facing the daunting task of becoming competent clinical practitioners. The novice nurse has reported that exposure to the workplace setting, professional roles, and acquisition of psychomotor skills aided in their perception of practice readiness and perceived competency level. Nursing educators seek innovative teaching modalities that assist in producing sound, competent generalist graduate nurses. Graduate nurses need to be able to demonstrate theoretical competency on the NCLEX-RN and be able to function independently as a registered nurse once in practice. Method: This STEP study was a pilot quantitative, retrospective design employing secondary data analysis of associate degree nursing students at a multi-campus Midwest community college. Instruments: The Casey-Fink Tool measured perceptions of student nurse practice readiness and their preceptors’ perceptions of student readiness following the final clinical capstone experience. The survey instrument is a three-factor set of correlated subscales: demographics/clinical experience, competency skill performance, and professional identity of the student nurse. Procedure: This STEP study utilized collected data from the Casey-Fink Tool survey data obtained during the spring 2018 clinical capstone course from 100 students and preceptors. Analysis: A descriptive analysis of the Casey-Fink Tool survey data, including exploratory factor analysis, was used to identify subscales and study findings. Nursing Implications: This STEP study advances the future of nursing education by exploring curricular methodologies to aid in the preparedness and practice readiness of the student nurse upon graduation.

Name thesis:degree_name

Ph.D. (Doctor of Philosophy)

Level thesis:degree_level

Ph.D.

Discipline thesis:degree_discipline

Nursing (UMKC)

Grantor

University of Missouri--Kansas City

Year dc:date.issued

2019

Author dc:creator

• Ericson, Kendra M.

Advisor dc:contributor.advisor

• Zimmerman, Christine M., 1973-

Handle dc:identifier.uri

https://hdl.handle.net/10355/70905

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/70905