A mixed-methods assessment of the transition to a dedicated educational unit: nursing students’ perceptions and achievements

Abstract

Abstract Background In 2019, our nursing school shifted clinical instruction from the traditional model to the Dedicated Educational Unit (DEU). Objectives To evaluate the DEU learning atmosphere, instruction quality, clinical instructor’s performance and students’ grades. Methods A sample of 45 nursing students completed the CLES-T; 10 of them participated in a focus group. Students’ grades in the DEU and traditional models were compared. Results Students (77.6%) ranked the DEU outcomes as “good”-“excellent;” “nursing care on the unit” and the “clinical faculty’s ability to integrate theory and practice” were the highest and lowest ranked categories, respectively. The focus group revealed dichotomous opinions regarding the unit atmosphere and the professional performance of the nurse manager and staff. Students in the DEU framework attained higher grades than did their counterparts. Conclusions Clinical instructors need specific training; the clinical staff and nurse managers should be informed about the unit atmosphere’s impact on students’ future professional decisions.