Nurse Educator· 2026Q1
Optimizing Clinical Education: A Level-of-Learner Placement Model for Academic–Practice Partnerships
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- Q1SCImago
- 2026year
Short summary
A new Level of Learner Clinical Placement Model intentionally matches prelicensure nursing student readiness with unit readiness to improve clinical education experiences and reduce burdens on staff.
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Key points
- Clinical education is crucial for nursing students to link theory to practice, develop clinical judgment, and build professional identity.
- Increasing enrollment and limited placement capacity necessitate models that match learner readiness with unit readiness.
- The Level of Learner Clinical Placement Model categorizes students into early, intermediate, and advanced levels.
- This model can be applied across various clinical placement settings, including Dedicated Education Units, preceptorships, and faculty-led placements.
AI-generated from the title and abstract; the full text is not read.
Abstract
BACKGROUND: Clinical education helps prelicensure undergraduate nursing students link theory to practice, develop clinical judgment, and build professional identity. Increasing enrollment, workforce demands, and limited placement capacity require clinical education models that intentionally match learner readiness with unit readiness. PROBLEM: Standard placement processes may fail to align learner readiness, course expectations, and unit readiness, resulting in uneven learning experiences and increased burden for faculty, clinical nurse teachers, preceptors, and unit staff. APPROACH: This article describes the Level of Learner Clinical Placement Model for prelicensure nursing students across early, intermediate, and advanced points in the curriculum. The model may be applied in a Dedicated Education Unit, preceptorship, hybrid, observation, and faculty-led placements; it is not limited to Dedicated Education Unit settings. CONCLUSIONS: The model provides the overall conceptual structure for academic-practice partners, clarifies expectations for unit staff through related tools, and supports intentional progression toward practice readiness.
The authors' abstract, as published at the source. Nurse Educator, 2026 · DOI ↗
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