Nurses agree that direct practice with actual patients is vital, but the teaching
methodologies and faculty-student relationships that optimize students' learning in
clinical settings have not been documented. This study examined students' thinking
and their interactions with faculty during clinical experiences at three academic
nursing programs. Findings suggest that missed opportunities for learning, inadequate
measures for clinical progress and learning, and lack of interprofessional practice
are failing to optimize student clinical learning experiences.
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© 2014 National Council of State Boards of Nursing, Inc. Published by Elsevier Inc. All rights reserved.
