Preparing ABSN students for early entry and success in the clinical setting: flipping both class and skills lab with the Socratic Method

Melissa Dawn Harlan; Michael Beach; Alice Blazeck

doi:10.1515/ijnes-2021-0044

Article

Preparing ABSN students for early entry and success in the clinical setting: flipping both class and skills lab with the Socratic Method

Melissa Dawn Harlan , Michael Beach and Alice Blazeck

Published/Copyright: June 18, 2021

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From the journal International Journal of Nursing Education Scholarship Volume 18 Issue 1

Abstract

Objectives

Accelerated Second Degree BSN (ABSN) students have limited time to gain expertise. Reaching competency in skills takes weeks, delaying the application and mastery of skills in clinical practice. Our objective is to describe how our ABSN program fundamentals of nursing course enhances learning effectiveness and prepares students for successful entry into nursing.

Methods

Using the Socratic Method and flipping the classroom and skills lab, with deliberate practice techniques, ABSN students quickly gain competence in core aspects of nursing. Rapid acquisition of competence early in the program allows for a meaningful clinical experience.

Results

NCLEX pass rates for our ABSN graduates averaged 93.84% over the past 4 years, and students report high levels of satisfaction with the program.

Conclusions

Using the Socratic Method in a flipped classroom and skills lab provides an environment that engages students, fosters NCLEX success, and supports development of clinical judgment critical for positive patient outcomes.

Keywords: curriculum; education; models; nursing

Corresponding author: Melissa Dawn Harlan, DNP, RN, ACNS-BC, Assistant Professor, Department of Acute and Tertiary Care, University of Pittsburgh School of Nursing, 3500 Victoria Street, Suite 336 Victoria Building, Pittsburgh, PA 15261, USA, E-mail: mdh71@pitt.edu

Acknowledgments

The authors would like to acknowledge Rebekah Miller, Department of Health Sciences Library System, University of Pittsburgh, Pittsburgh, PA, USA.

Research funding: None declared.
Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.
Competing interests: Authors state no conflict of interest.

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Received: 2021-03-31

Accepted: 2021-06-01

Published Online: 2021-06-18

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Articles in the same Issue

https://doi.org/10.1515/ijnes-2021-0044

Keywords for this article

curriculum; education; models; nursing