Characteristics and processes of the dedicated education unit practice education model for undergraduate nursing students: a scoping review

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dc.contributor.authorMarcellus, Lenora
dc.contributor.authorJantzen, Darlaine
dc.contributor.authorHumble, Robin
dc.contributor.authorSawchuck, Diane
dc.contributor.authorGordon, Carol
dc.date.accessioned2021-12-17T21:22:45Z
dc.date.available2021-12-17T21:22:45Z
dc.date.copyright2021en_US
dc.date.issued2021-11
dc.description.abstractObjective: The objective was to review literature related to the dedicated education unit practice education model for undergraduate nursing students, and identify common characteristics and processes for implementing and sustaining this model. Introduction: Although practice education is central to undergraduate nursing education, evidence-informed practices for learning in the clinical setting remain elusive. Changes to health care over the past decades related to the role and scope of practice for nurses, gradual shifts to community- and population-based care delivery, and expectations for interprofessional practice require forward-looking education models. The dedicated education unit model was developed in 1997 as a potential solution to globally recognized challenges in nursing education amidst discourses of nursing resource scarcity. Despite more than two decades of innovation and expansion, there is still limited understanding of the effectiveness of the dedicated education unit as a solution to those challenges, or for the anticipated benefits for students and patients, through enhanced evidence-informed health care. This analysis of the characteristics and processes of the model is timely for evaluating and sustaining implementation of the dedicated education unit across nursing practice and education settings. Inclusion criteria: English-only publications related to the dedicated education unit practice education model for undergraduate nursing students in baccalaureate and associate degree programs using qualitative, quantitative, or mixed methods research, and quality improvement, program evaluation, and opinion publications were included. Methods: Using selected keywords including “dedicated education unit,” we searched CINAHL, Google Scholar, MEDLINE, Academic Premier Search, ERIC, Cochrane Database of Systematic Reviews, JBI EBP Database, and ProQuest Dissertations and Theses. Two independent reviewers screened titles and abstracts against inclusion criteria. We reviewed reference lists for gray literature and additional references. Data were extracted from the included articles and categorized for characteristics and processes. Eighty-two publications from January 1997 to May 2020 were included. The findings were presented descriptively with tables and figures to support the data. Results: Dedicated education unit models were based on five characteristics and four processes. Characteristics of the dedicated education unit model included effective academic-practice partnership, adaptability to diverse contexts, unit culture of educational excellence, responsive and supportive unit leadership, and clarity of roles and responsibilities. Processes included building nurse and faculty capacity, facilitating student learning, communicating regularly at systems and unit levels, and evaluating and sustaining the model. Conclusions: Evidence demonstrated that the dedicated education unit practice education model is well-established. However, there were existing gaps in this evidence, specifically evaluation and economic analyses. There was also limited attention to long-term sustainability of the model. The common characteristics and processes identified in this review may be used to support planning, implementation, and evaluation, including development and validation of evaluation tools. Although administrative infrastructure was noted as central to the dedicated education unit strategy, it was rarely acknowledged as part of management and thus also requires further study.en_US
dc.description.reviewstatusRevieweden_US
dc.description.scholarlevelFacultyen_US
dc.description.sponsorshipMichael Smith Foundation for Health Research (MSFHR) British Columbia Nursing Research Initiative (BCNRI) - Practice-based Nursing Research Program (December 2017). The funds obtained for this review were from a targeted call for grant proposals. The funder did not have a role in content development.en_US
dc.identifier.citationMarcellus, L., Jantzen, D., Humble, R., Sawchuck, D., Gordon, C. (2021). Characteristics and processes of the dedicated education unit practice education model for undergraduate nursing students: a scoping review. JBI Evidence Synthesis, Volume 19 (Issue 11), p. 2993-3039. doi: 10.11124/JBIES-20-00462en_US
dc.identifier.urihttps://doi.org/10.11124/JBIES-20-00462
dc.identifier.urihttp://hdl.handle.net/1828/13608
dc.language.isoenen_US
dc.publisherJBI Evidence Synthesisen_US
dc.titleCharacteristics and processes of the dedicated education unit practice education model for undergraduate nursing students: a scoping reviewen_US
dc.typeArticleen_US

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