Educational Interventions to Improve Graduating Nursing Students' Practice Readiness: A Systematic Review

Abstract

Background: For practice readiness, graduates need minimal competence in many areas. The American Association of Colleges of Nursing (AACN) identified 10 domains of competence. Purpose: The aim was to determine whether there is evidence of the objective assessment of learning in the senior year that aligns with the new AACN domains. Methods: A systematic literature review included English language, final year, baccalaureate program, and outcomes objectively measured. Master's and midwifery programs were excluded. Database searches by a reference librarian (March 24, 2020) in Scopus, CINAHL, Ovid MEDLINE, ERIC, and Web of Science resulted in 40 peer-reviewed articles. Samples ranged from 9 to 527. Three authors examined results ensuring rigor, decreasing bias, and categorizing articles into the AACN's 10 domains. MERSQI scoring was applied. Results: Six of the 10 domains were addressed in the literature. Many studies used investigator-developed tools with no validity or reliability. Conclusions: An emphasis on practice readiness means educators must be able to teach and measure critical behaviors.