A retrospective study of the clinical capstone experience on perceptions of practice readiness in associate degree student nurses and perceptors
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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.
Table of Contents
Introduction -- Review of literature -- Methodology -- Discussion -- Appendix A. Dreyfus (1980) Skill Acquisition Model -- Appendix B. Student Transitional Experience into Practice (STEP) Model -- Appendix C. Preceptor Packet for Capstone Experience -- Appendix D. Letter of Permission Casey-Fink Readiness to Practice Survey -- Appendix E. Des Moines Area Community College Primary Study IRB Application -- Appendix F. Des Moines Area Community College Readiness to Practice IRB Approval -- Appendix G. Casey-Fink Readiness to Practice Survey
Ph.D. (Doctor of Philosophy)