Implications of clinical shift length on nursing student learning outcomes

Abstract

Background: One area of clinical education that requires further understanding is the role clinical shift lengths play in nursing student learning outcomes. Method: This study used a mixed-methods design. Collaborative nursing students were randomly placed into clinical groups. Students either completed two 6-hour clinical shifts per week or one 12-hour shift. Groups completed a survey questionnaire and an NCLEX-based pre- and posttest. Results: Mean scores for the 12-hour group (1.4 grade points) were higher compared with the 6-hour group (0.8 grade points) (p = .043). The survey also measured students' attitudes, and a correlation was demonstrated in several other categories of questions. Qualitatively, students in the 12-hour group valued their time to a greater degree. Conclusion: Although there are merits to both 6-hour and 12-hour shift lengths, findings demonstrated students preferred 12-hour shifts, had statistically higher scores in NCLEX preparation, and developed more therapeutic relationships with clients, families, and instructors.