Abstract
This research explored the impact on overall specialty course grades for nursing students who either participated in or did not participate in experiential learning clinical orientations in specialty nursing areas and overall course grades. The experiential learning clinical orientations were developed and implemented to address the lack of clinical sites, faculty, and learners' clinical experiences in an accelerated baccalaureate nursing program (ABSN) program at two locations. Learners were immersed in simulated encounters of various levels of fidelity that they may not have been able to be actively involved in during traditional clinical encounters. The methodology used was qualitative quasi-experimental: non-equivalent groups.
Sigma Membership
Iota Delta at-Large
Lead Author Affiliation
Utica University, Utica, New York, USA
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Quasi-Experimental Study, Other
Research Approach
Qualitative Research
Keywords:
Fidelity, Flipped Classroom, Simulation, Nursing Students
Advisor
Julia Bronner
Second Advisor
Carla Lane
Third Advisor
Christopher Rasmussen
Degree
PhD
Degree Grantor
Capella University
Degree Year
2022
Recommended Citation
Pawloski, Katie, "The impact of experiential learning clinical orientation for accelerated baccalaureate nursing learners" (2022). Dissertations. 1424.
https://www.sigmarepository.org/dissertations/1424
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2022-12-22
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 29395086; ProQuest document ID: 2731755050. The author still retains copyright.