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Most Downloaded Articles
- Successful Transition of the New Graduate Nurse by Romyn, Donna M/ Linton, Noreen/ Giblin, Cathy/ Hendrickson, Brenda/ Houger Limacher, Lori/ Murray, Carol/ Nordstrom, Pamela/ Thauberger, Gail/ Vosburgh, Di/ Vye-Rogers, Leianne/ Weidner, Arlene and Zimmel, Colleen M
- Curriculum Reform in Baccalaureate Nursing Education: Review of the Literature by Forbes, Maryann O and Hickey, Mary T
- Educating the Future eHealth Professional Nurse by Booth, Richard G
- Transforming Nursing Education: A Review of Current Curricular Practices in Relation to Benner's Latest Work by Handwerker, Sarah M.
- Educating Leaders in Nursing: Faculty Perspectives by Kalb, Kathleen A./ O'Conner-Von, Susan K./ Schipper, Lindsay M./ Watkins, Alison K. and Yetter, Dawn M.
Competence of Accelerated Second Degree Students after Studying in a Collaborative Model of Nursing Practice Education
1Florida Atlantic University, (email)
Citation Information: International Journal of Nursing Education Scholarship. Volume 6, Issue 1, Pages –, ISSN (Online) 1548-923X, DOI: 10.2202/1548-923X.1659, August 2009
- Published Online:
The article, "CAN-Care: An Innovative Model of Practice-Based Learning" was published in the International Journal of Nursing Education Scholarship in 2006 (Article 20). Reported in this paper are the findings of a program evaluation study with 58 participants who completed a survey questionnaire at the end of the program of study and six-months post graduation. The data reveal that the model resulted in graduates who perceived themselves to be competent and effectively prepared for real-world nursing practice. This is contrary to the existing literature which reports graduates' perceived lack of readiness for RN practice. The participants in this study also identified the opportunity to work with a consistent unit-based nurse and having the nursing practice course experiences on consecutive days and for the entire 12-hour shift as significant factors in the effectiveness of their learning experience.