Universal Journal of Public Health Vol. 5(2), pp. 63 - 69
DOI: 10.13189/ujph.2017.050201
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Exploring Differences between Faculty and Student Perceptions of Pre-clinical Preparation Activities

Laureen Turner ^*, Courtney Keeler , Daniel Long , Vernon Newton
School of Nursing and Health Professions, University of San Francisco, USA

ABSTRACT

Introduction: A review of the literature demonstrates a paucity of research relating to faculty and student experiences regarding prelab. Given the increasing number of students entering nursing programs and the finite number of clinical sites, educators must weigh the relative benefits of each component of the clinical experience, including pre-laboratory (or "prelab") activities. Methods: The research team designed and administered a descriptive study exploring prelab practices and attitudes in one pre-licensure baccalaureate program among students and instructors. Mean comparison tests were used to assess differences in perceptions across the two groups. Results: The results emphasized a disconnection between student and faculty views on several critical indictors, including the impact of prelab on stress, anxiety, and sleep. Conclusion: While stress and anxiety are natural components to any learning process, students may gain more from prelab if stress or anxiety were reduced.

KEYWORDS
Nursing Education, Clinical Education, Pre-licensure, Preparation, Prelab

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Laureen Turner , Courtney Keeler , Daniel Long , Vernon Newton , "Exploring Differences between Faculty and Student Perceptions of Pre-clinical Preparation Activities," Universal Journal of Public Health, Vol. 5, No. 2, pp. 63 - 69, 2017. DOI: 10.13189/ujph.2017.050201.

(b). APA Format:
Laureen Turner , Courtney Keeler , Daniel Long , Vernon Newton (2017). Exploring Differences between Faculty and Student Perceptions of Pre-clinical Preparation Activities. Universal Journal of Public Health, 5(2), 63 - 69. DOI: 10.13189/ujph.2017.050201.