Five Recommendations for Prelicensure Clinical Nursing Education

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Major Articles Richard C. MacIntyre, PhD, RN, FAAN; Teri A. Murray, PhD, RN; Cynthia S. Teel, PhD, RN; Judith F. Karshmer, PhD, PMHCNS, BC Click here to read a Letter to the Editor about this article. The acute shortage of RNs is both well established and projected to continue. Two primary factors contributing to the nursing shortage are insufficient numbers of faculty and insufficient clinical sites for students. Innovative academic-service partnerships are realigning these scarce resources to improve the quality of clinical education and build cultures of safety. Relationships among students, staff nurses, faculty, and the institutions where they practice are central to students’ socialization, professional role development, and transition to practice. Five recommendations to strengthen these professional relationships are suggested to: reenvision nursing student-staff nurse relationships, reconceptualize the clinical faculty role, enhance development for school-based faculty and staff nurses working with students, reexamine the depth and breadth of the clinical component, and strengthen the evidence for best practices in clinical nursing education. Five key outcomes are suggested to evaluate both traditional and emerging approaches to clinical nursing education. Dr. MacIntyre is Professor and Robert Wood Johnson Executive Nurse Fellow, Samuel Merritt University, Sacramento, California; Dr. Murray is Associate Professor and Dean, Saint Louis University, St. Louis, Missouri; Dr. Teel is Associate Professor and Associate Dean, University of Kansas School of Nursing, Kansas City, Kansas; and Dr. Karshmer is Professor and Dean of Nursing, University of San Francisco, San Francisco, California. This work was funded by the Robert Wood Johnson Foundation. Address correspondence to Richard C. MacIntyre, PhD, RN, FAAN, Professor and Robert Wood Johnson Executive Nurse Fellow, Samuel Merritt University, 2700 Gateway Oaks Drive, Suite 1230, Sacramento, CA 95833; e-mail: .rmacintyre@samuelmerritt.edu 10.3928/01484834-20090717-03 Click here to read a Letter to the Editor about this article. The acute shortage of RNs is both well established and projected to continue. Two primary factors contributing to the nursing shortage are insufficient numbers of faculty and insufficient clinical sites for students. Innovative academic-service partnerships are realigning these scarce resources to improve the quality of clinical education and build cultures of safety. Relationships among students, staff nurses, faculty, and the institutions where they practice are central to students’ socialization, professional role development, and transition to practice. Five recommendations to strengthen these professional relationships are suggested to: reenvision nursing student-staff nurse relationships, reconceptualize the clinical faculty role, enhance development for school-based faculty and staff nurses working with students, reexamine the depth and breadth of the clinical component, and strengthen the evidence for best practices in clinical nursing education. Five key outcomes are suggested to evaluate both traditional and emerging approaches to clinical nursing education. Dr. MacIntyre is Professor and Robert Wood Johnson Executive Nurse Fellow, Samuel Merritt University, Sacramento, California; Dr. Murray is Associate Professor and Dean, Saint Louis University, St. Louis, Missouri; Dr. Teel is Associate Professor and Associate Dean, University of Kansas School of Nursing, Kansas City, Kansas; and Dr. Karshmer is Professor and Dean of Nursing, University of San Francisco, San Francisco, California. This work was funded by the Robert Wood Johnson Foundation. Address correspondence to Richard C. MacIntyre, PhD, RN, FAAN, Professor and Robert Wood Johnson Executive Nurse Fellow, Samuel Merritt University, 2700 Gateway Oaks Drive, Suite 1230, Sacramento, CA 95833; e-mail: .rmacintyre@samuelmerritt.edu

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