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Utilizing an Integrated Learning Experience in a Senior Undergraduate Nursing Program

Foley, Jo Anne DNP, RN, CCRN, CNE; Mason, Virginia M. PhD, RN-BC, CCRN, ACNS-BC, CNE; Manning, Karen MSN, RN

doi: 10.1097/DCC.0000000000000385
Educational DIMENSION

Integration of nursing classroom didactics with clinical and simulation experiences is crucial to obtaining improved student learning outcomes and successful academic achievement. According to the Institute of Medicine (2010), to ensure the delivery of safe, patient-centered care across settings, the nursing education system must be improved. Patient needs have become more complicated, and nurses need to attain requisite competencies to deliver high-quality care. An important aim is to increase active learning behaviors and maintain student engagement, which will foster an effort to learn and meet the complex needs of patients today. The integration of clinical and simulation with theory concepts can contribute to successful student development, confidence, self-efficacy, and reenforced desire to learn which is the key to success and competence development. Teamwork and collaboration are valued in nursing educational objectives as well as in the workplace. Blending a shared vision and mutual expectations helps to meet goals.

Jo Anne Foley, DNP, RN, CCRN, CNE, is an associate professor and nursing and course coordinator at Labouré College. She obtained her BS and MS degrees from the University of Massachusetts, Boston, and her DNP from Walden University. She has 33 years of experience as a critical care nurse.

Virginia M. Mason, PhD, RN-BC, CCRN, ACNS-BC, CNE, is an associate professor of nursing at Labouré College. She has a BSN from Boston College, MSN from Yale University Graduate School of Nursing, and PhD from the University of Massachusetts Worcester-Amherst Collaborative Graduate School of Nursing and has completed postdoctoral studies at Yale University GSN. She has 35 years of experience as a clinical nurse specialist/nurse educator in critical care nursing.

Karen Manning, MSN, RN, is the chairperson of the Division of Nursing at Labouré College. She has a BSN from the University of Massachusetts, Boston, and an MSN from the University of Massachusetts, Lowell, and she has completed 50 credits toward a doctorate degree in higher education leadership at Walden University. Ms Manning has a vast background in leadership and nursing education.

The authors have disclosed that they have no significant relationship with, or financial interest in, any commercial companies pertaining to this article.

Address correspondence and reprint requests to: Virginia M. Mason, PhD, RN-BC, ACNS-BC, CCRN, CNE, Labouré College, 303 Adams St, Milton, MA 02186 (

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