Perioperative Clinical Courses for Prelicensure Nursing Students: A Scoping Review
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
ABSTRACT The perioperative nursing workforce continues to experience shortages. This scoping review on literature published between January 2013 and December 2023 aimed to map the evidence on prelicensure program innovations supporting immersive clinical learning in perioperative nursing. The review included 25 articles from the United States, Canada, and New Zealand focusing on program descriptions, evaluations, and curriculum components. The findings highlighted the importance of academic‐practice partnerships in developing effective learning opportunities and addressing recruitment and retention challenges. Key components identified included structured practicum lengths, diverse teaching strategies, and preceptor support. The review emphasized the need for well‐designed clinical practice courses to provide positive student experiences and support entry‐level competencies. Limitations included language restrictions and exclusion of short‐term programs. Final recommendations included enhancing academic‐practice collaborations, developing creative solutions for resource generation, and conducting additional research on the effect of clinical course design on learning and retention.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.004 | 0.002 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it