Abstract
There are currently many challenges to clinical nursing education. The coronavirus 2019 pandemic compounded these challenges when hospitals and government mandates excluded nursing students from traditional in-person clinical experiences. These barriers made it challenging to continue nursing education for prospective future nurses. While the current standard of practice is to employ in-person clinical, the National Council of State Boards of Nursing recognizes that up to 50 percent of traditional undergraduate nursing clinical hours can be replaced with high-quality simulation for nursing in the seven core nursing courses, including maternal-child. Educators were pressured to keep the education flow moving ahead for prospective new nurses, confronting an upcoming nurse shortage. Nursing innovation and technology allowed educators to pivot their traditional clinical teaching to screen-based simulation.
Sigma Membership
Zeta Lambda
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Cross-Sectional
Research Approach
Quantitative Research
Keywords:
Screen-Based Simulation, Clinical Education, Nursing Students, Nursing Education
Advisor
Julie Greenawalt
Second Advisor
Taylor Edwards
Third Advisor
Nashat Zurikat
Degree
PhD
Degree Grantor
Indiana University of Pennsylvania
Degree Year
2022
Recommended Citation
Lightner, Christina M., "The impact of the maternal-child clinical learning environment on undergraduate nursing students' self-efficacy" (2023). Dissertations. 1628.
https://www.sigmarepository.org/dissertations/1628
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
2023-01-19
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 29161064; ProQuest document ID: 2656857811. The author still retains copyright.