| Clinical placements for senior nursing students enrolled in leadership courses are vital to student learning and to the preparation of new graduates. Schools of nursing are struggling with issues of access and availability of adequate clinical experiences for student learning. The purpose of this study was to evaluate the quality and availability of practice opportunities for these students. Based on Knowles' adult learning theory, the study explored graduate nurses' experiences and perceptions of the viability of using simulation to teach leadership skills. Research questions addressed the extent to which clinical experiences were available, variations among the clinical placement sites, identification of specific leadership competencies, and the extent to which these leadership skills could be taught using simulated scenarios as compared to mentoring by nurse managers. This study employed a cross-sectional, convenience sample design using scripted interviews to gather qualitative data from 15 graduates. Participants described experiences and self-reported levels of leadership expertise achieved while enrolled as students between 2008 to 2012. Qualitative data were analyzed, coded, and trended creating categories for further investigation. Major findings confirmed wide variation in learning experiences, suggested students' clinical assignments had not routinely afforded them opportunities to apply concepts learned in the classroom, and described preceptor unavailability or unwillingness to provide appropriate learning experiences. Participants confirmed that simulated experiences enhance the learning of leadership skills. The findings from this study could increase the competency level for nursing graduates by the exposure of standardized learning activities and the increased use of simulation in nursing education. |
