Feature ArticlesComparison of Differing Clinical Schedules for Nursing StudentsReising, Deanna L. PhD, RN, ACNS-BC, FNAP, ANEF; Fickenscher, Rachel BSN, RN; Satrom, Anna BSN, RNC-OBAuthor Information Author Affiliations: Associate Professor (Dr Reising), Indiana University School of Nursing, Bloomington; Registered Nurse (Ms Fickenscher); and Staff Nurse (Ms Satrom), University of Washington Medical Center, Seattle. The authors declare no conflicts of interest. Correspondence: Dr Reising, Indiana University School of Nursing, 1033 East Third St, Bloomington, IN 47405 (firstname.lastname@example.org). Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal's Web site (www.nurseeducatoronline.com). Accepted for Publication: May 12, 2016 Published ahead of print: June 25, 2016 Nurse Educator: 1/2 2017 - Volume 42 - Issue 1 - p 8-13 doi: 10.1097/NNE.0000000000000286 Buy SDC Metrics Abstract Maximizing student clinical schedules involves a range of nurse educator activities including scheduling, placement, and learning activity construction. The purpose of this study was to compare opportunities for students to develop their psychomotor skills on the clinical unit and perceptions of clinical experiences across 6-hour day, 6-hour evening, and 12-hour day schedules in an acute care setting. The main finding was that 12-hour schedules provided an overall significantly higher rate of skill opportunities than either of the other 6-hour schedules. Copyright © 2017 Wolters Kluwer Health, Inc. All rights reserved.