Clinical learning experiences are an essential part of preparatory nursing programs. Numerous approaches to clinical education and student supervision exist. The aim of this integrative review was to explore the ways in which studies have endeavoured to compare or contrast different models of undergraduate nurse clinical education, and to analyse the findings from these studies. A search of eight databases was undertaken to identify peer-reviewed literature published between 2004-2014. Sixteen papers met the inclusion criteria. A diverse range of methodologies and data collection methods were represented, which primarily explored student experiences or perceptions. The papers essentially identify 3 main models: traditional or clinical facilitator model; the preceptorship or mentoring model; and, the collaborative education unit model plus several novel alternatives. Various limitations and strengths were identified for each model with no single optimal model evident. However, thematic synthesis identified that there were four elements common across the models: the centrality of relationships; the need for consistency and continuity; the potential for variety; and viability of the model. The results indicate that effective implementation and key elements within a model, may be more important than the overarching concept of any given model. Further research is warranted.
Forber, J., DiGiacomo, M., Carter, B., Davidson, P., Phillips, J., & Jackson, D. (2016). In Pursuit Of An Optimal Model Of Undergraduate Nurse Clinical Education: An Integrative Review. Nurse Education in Practice, 21, 83-92. https://doi.org/10.1016/j.nepr.2016.09.007