Evidence vs. eminence: clinical hours in nursing education

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dc.contributor.authorKardong-Edgren, S.
dc.contributor.authorLeighton, K.
dc.contributor.authorMcNelis, A. M.
dc.contributor.authorFoisy-Doll, Colette
dc.contributor.authorSharpnack, P. A.
dc.contributor.authorKavanaugh, J. M.
dc.date.accessioned2022-05-17
dc.date.accessioned2022-05-31T01:50:58Z
dc.date.available2022-05-31T01:50:58Z
dc.date.issued2021
dc.description.abstractUndergraduate 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.urihttps://library.macewan.ca/cgi-bin/SFX/url.pl/CVD
dc.identifier.citationKardong-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.doihttps://doi.org/10.1016/j.profnurs.2021.07.008
dc.identifier.urihttps://hdl.handle.net/20.500.14078/2657
dc.languageEnglish
dc.language.isoen
dc.rightsAll Rights Reserved
dc.subjectnursing education
dc.subjectevidence-based practices
dc.titleEvidence vs. eminence: clinical hours in nursing education
dc.typeArticle
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