Students perceptions on pre-clinical experience in a front-loaded nurse anesthesia program

Abstract

Objective: The purpose of the descriptive study was to identify the students’ perceptions regarding the benefits (extent and nature) they gained by participating in a 4-hour pre-clinical experience in their nurse anesthesia program. The program initiated a modification to the existing curriculum. Based on the modification, faculty queried the students to determine if the experience supported their learning and transition to clinical education. This initial effort serves as a foundation for future research for nurse anesthesia programs as well as curriculum revision.

Methods: An online survey was used to collect data regarding the perception of the pre-clinical experience and identified changes that students made in their approach to learning. Additionally, anxiety and confidence was examined. A 21-item Likert scale style survey to explore the benefits student perceived following the 4-hour clinical training as well as any changes they made to their study practices and simulation laboratory time.

Results: Multiple benefits were identified from participating in the pre-clinical experience. Nearly all the students acknowledged that the pre-clinical experience encouraged and motivated them to learn and study the didactic curriculum. All the students agreed that the pre-clinical experience not only helped to increase their confidence but also reduced their anxiety as they transitioned to the clinical year of the nurse anesthesia program.

Conclusions: Reduced anxiety and greater confidence ease transition to clinical education. Pre-clinical experience improves preparation for clinical rotations by immersing students in the reality of the clinical environment. Students apply didactic knowledge to clinical practice and motivation to learn increases. The results of this research underscore the benefits of early clinical experience.