Authors: Rasika S. Jayasekara, Colleen Smith, Morgan Smith, Vicky Visvanathan, Cath Hall, Elaine Rankin, Terry-Renette Friebe,
Background: Clinical nursing education is a major part of any undergraduate programme aimed at preparing nurses for competent professional practice. However research most often evaluated specific clinical education models; few studies compared models and little attention has been given to its effect on student learning outcomes. The purpose of this review was to examine the effectiveness of clinical education models for undergraduate nursing programs. Method: This systematic review utilised the Joanna Briggs Institute systematic review approach. A web-based literature search was performed to identify original research articles published from2002 to 2016 using a three-step search strategy. All papers selected for retrieval were assessed by at least two independent reviewers for inclusion criteria, methodological validity prior to inclusion, and data extraction in the review. A comprehensive search using all identified keywords and index terms was undertaken in major databases. Results: This review included nine studies including two pre-posttest studies with a control group totalling 1893 participants including 1286 nursing students. Conclusion: The evidence regarding the effectiveness of clinical education models for undergraduate nursing programs is notably weak; however this review found limited evidence that the clinical facilitator model is preferable to the preceptor model and Dedicated Education Unit (DEU) model provided greater engagement and an enhanced learning environment compared with standard facilitationmodel.
Keywords: Clinical education models, undergraduate nursing programs, nursing education, systematic review