Evidence vs. eminence: clinical hours in nursing education
| dc.contributor.author | Kardong-Edgren, Suzan | |
| dc.contributor.author | Leighton, Kim | |
| dc.contributor.author | McNelis, Angela M. | |
| dc.contributor.author | Foisy-Doll, Colette | |
| dc.contributor.author | Sharpnack, Patricia A. | |
| dc.contributor.author | Kavanaugh, Joan M. | |
| dc.date.accessioned | 2022-05-17 | |
| dc.date.accessioned | 2022-05-31T01:50:58Z | |
| dc.date.available | 2022-05-31T01:50:58Z | |
| dc.date.issued | 2021 | |
| dc.description.abstract | Undergraduate clinical nursing education and faculty educators are at a crossroads, to change how we teach or maintain the status quo. Faculty should seize the opportunity to reconstruct this essential aspect of learning nursing, using the mounting evidence against business as usual. This change requires letting go of the assumption that a prescribed number of traditional clinical hours prepare learners for the registered nurse role. | |
| dc.description.uri | https://library.macewan.ca/cgi-bin/SFX/url.pl/CVD | |
| dc.identifier.citation | Kardong-Edgren, S., Leighton, K., McNelis, A. M., & Foisy-Doll, C., Sharpnack, P. A., Kavanaugh, J. M. (2021). Guest Editorial. Evidence vs. eminence: Clinical hours in nursing education. Journal of Professional Nursing, 37(5), A1-A2. https://doi.org/10.1016/j.profnurs.2021.07.008 | |
| dc.identifier.doi | https://doi.org/10.1016/j.profnurs.2021.07.008 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.14078/2657 | |
| dc.language | English | |
| dc.language.iso | en | |
| dc.rights | All Rights Reserved | |
| dc.subject | nursing education | |
| dc.subject | evidence-based practices | |
| dc.title | Evidence vs. eminence: clinical hours in nursing education | en |
| dc.type | Article |