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Transitions in Care Model for a Senior-Level Clinical Immersion Experience

Fleming, Louise, PhD, RN; Lorenzen, Rachael, MSN, RN; Stanek, Joan, MSN, RN, ANP-BC; Williams, Megan, EdD, RN, FNP-BC; Mendel, Hilary, MSN, RN

doi: 10.1097/NNE.0000000000000657
Nurse Educator: PDF Only

Background RN precepted clinical immersion experiences have become a mainstay of prelicensure nursing education, as they increase autonomy and confidence as students prepare to graduate and enter the workforce.

Problem Nursing students are often assigned a hospital unit that neither enables them to work with their preferred patient population nor appreciates the patient care continuum.

Approach A clinical immersion experience was developed using an innovative model focused on specific patient populations across the care continuum.

Outcomes Five clinically immersive experiences were developed. More than 50 students transitioned through varied areas across the care continuum, based on their chosen focus.

Conclusion Senior-level nursing students were able to care for patients along the care continuum in both acute and community settings through a new model.

Author Affiliation: Associate Professor (Dr Fleming), Assistant Professors (Ms Stanek and Dr Williams), and Former Instructor (Ms Mendel) University of North Carolina at Chapel Hill School of Nursing; and Education Coordinator (Ms Lorenzen), University of North Carolina Healthcare, Chapel Hill.

The authors declare no conflicts of interest.

Correspondence: Dr Fleming, University of North Carolina at Chapel Hill School of Nursing, 435 Carrington Hall, CB #7460, Chapel Hill, NC 27599 (

Accepted for publication: January 14, 2019

Published ahead of print: February 15, 2019

Cite this article as: Fleming L, Lorenzen R, Stanek J, Williams M, Mendel H. Transitions in care model for a senior-level clinical immersion experience. Nurse Educ. 2019; doi: 10.1097/NNE.0000000000000657. [Epub ahead of print]

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