Nursing Faculty Perspectives Regarding the Effectiveness of Prelicensure Nursing Education

Abstract

New graduate registered nurse unreadiness for professional practice is a growing, critical global issue that threatens public safety. While research has associated this academic under-preparation to preventable medical errors, poor quality care outcomes, and high new graduate registered nurse attrition, little is known about prelicensure nursing education preparedness from the nursing faculty perspective. The purpose of this qualitative descriptive study was to describe the effectiveness of prelicensure nursing education from the perspective of eight nursing faculty teaching in a Midwestern state baccalaureate of science nursing program. This study explored facilitators and hindrances of effective prelicensure nursing education, preparation to practice challenges, participant responses to the national assertion that prelicensure nursing education inadequately prepares graduates, and suggested improvement strategies. Benner’s (1984/2001) novice to expert theory guided the study. Qualitative data were acquired through individual, face-to-face, semi-structured interviews. A modified version of Colaizzi’s (1978) data analysis method was utilized to analyze and interpret the data. Seven themes emerged: a) uncertainty about professional practice expectations; (b) segregating practice preparation into didactic, academic nursing skill proficiency, and clinical practice experience; (c) academic nursing ideals differ from professional practice realities; (d) adapting to educating today’s nursing student; (e) unrealistic expectations from stakeholders; (f) teaching in an era of information explosion and health care reform; and (g) high quality student clinical experiences. Key findings ranged from faculty responsibility for student readiness without a clear understanding of preparation for practice expectations, students with less preparation academically, an explosion of data and health care reformation, and the necessity for high-quality clinical education. These findings highlight the multifaceted, cumulative issues influencing prelicensure nursing education effectiveness, offer insight into the factors contributing to the under-preparation of some new graduate registered nurses, and suggest the urgent need for curricular reformation.