Nurse educator · 2025
Enhancing Nursing Education Through Academic-Practice Partnerships: Evaluating the Implementation of the Academy of Clinical Essentials Clinical Model.
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Brennan Brittany A, Olson Casey, Gramlick-Mueller Abigail
Аннотация
BACKGROUND: Innovative strategies are needed to address the nursing shortage and enhance students' transition into practice.
PURPOSE: This study examined nursing students' satisfaction, perceived support, and transition-to-practice experiences within the Academy of Clinical Essentials (ACE) model, an innovative academic-practice partnership.
METHODS: A convergent parallel mixed-methods design was used. Students completed a quantitative survey and participated in focus groups. Survey responses were compared to students in traditional clinical groups. Thematic analysis was used to analyze qualitative data.
RESULTS: ACE students reported higher satisfaction and perceived support than traditional students. Five qualitative themes were identified: individualized learning, consistency fostering trust, mixed impact of extra time, opportunities to improve, and role assimilation. Many ACE students accepted employment at the clinical site postgraduation.
CONCLUSIONS: The ACE model supports student transition to practice and workforce development, particularly in rural areas. Findings underscore the value of immersive clinical education models.
PURPOSE: This study examined nursing students' satisfaction, perceived support, and transition-to-practice experiences within the Academy of Clinical Essentials (ACE) model, an innovative academic-practice partnership.
METHODS: A convergent parallel mixed-methods design was used. Students completed a quantitative survey and participated in focus groups. Survey responses were compared to students in traditional clinical groups. Thematic analysis was used to analyze qualitative data.
RESULTS: ACE students reported higher satisfaction and perceived support than traditional students. Five qualitative themes were identified: individualized learning, consistency fostering trust, mixed impact of extra time, opportunities to improve, and role assimilation. Many ACE students accepted employment at the clinical site postgraduation.
CONCLUSIONS: The ACE model supports student transition to practice and workforce development, particularly in rural areas. Findings underscore the value of immersive clinical education models.