Student Reaction to the 12-Hour Shift in an Undergraduate Baccalaureate Nursing Program

Implications of Clinical Shift Length on Nursing Student Learning Outcomes

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. [J Nurs Educ. 2021;60(5):253-258.].

Length of Clinical Shift on Quality of Care, Learning Outcomes, and Satisfaction in Prelicensure Nursing Programs: Review of Literature

BACKGROUND

Some schools and nursing care organizations have implemented 12-hour shifts for students' clinical experiences.

PURPOSE

The aim of this review was to identify how student 12-hour shifts compared to shifts of less than 12 hours influence patient safety, care quality, learning outcomes, and student, faculty, and staff satisfaction.

METHODS

Searches for academic literature using electronic databases resulted in 13 primary research articles covering the period between 1982 and 2018.

RESULTS

During longer clinical shifts, no change in patient safety events occurred. Students and clinical staff perceived care quality was maintained or influenced positively. Faculty were undecided or minimally did not believe care quality improved. While students perceived meeting learning outcomes, faculty perceptions were divided. Students were satisfied with longer shifts; however, the satisfaction of faculty and clinical staff was mixed.

CONCLUSIONS

Within realms of patient safety, care quality, learning outcomes, and student, faculty, and clinical staff satisfaction, research has been insufficient and inconclusive regarding 12-hour student shifts.

Comparison of Differing Clinical Schedules for Nursing Students

Maximizing student clinical schedules involves a range of nurse educator activities including scheduling, placement, and learning activity construction. The purpose of this study was to compare opportunities for students to develop their psychomotor skills on the clinical unit and perceptions of clinical experiences across 6-hour day, 6-hour evening, and 12-hour day schedules in an acute care setting. The main finding was that 12-hour schedules provided an overall significantly higher rate of skill opportunities than either of the other 6-hour schedules.

Comparison of 1 long versus 2 shorter clinical days on clinical learning outcomes of nursing students

Clinical practice experiences for nursing students may be scheduled as 1 long day, 2 shorter days, and many other variations. Which schedule is most effective for learning has not been studied. This research compared competency achievement of students (n = 146) randomly assigned to 1 long clinical day (12 hours) with those in 2 shorter days (7-8 hours each). Study results found no difference in learning outcomes between the 2 groups.

Survey and critique of studies related to shift length variations in nursing from 1970 to 1993

The purpose of this study was to describe the current status, stage of staffing change, and findings of research relating to shift length variations in nursing. This was accomplished through a review of the literature to (a) evaluate the quality of the research, (b) summarize and draw conclusions related to variations in nursing shift length, and (c) identify gaps in the literature for the purpose of making recommendations for future studies related to nursing shift length variations. Multiple methods were utilized for locating potential studies to include in this project. Smith and Stullenbarger's (1991) Quality of Study instrument was used to rate the studies. None of the research reviewed explicitly identified a conceptual or theoretical framework or model, and few studies could be classified as scientifically rigorous. This study illuminates the state of the art and findings related to length of shift variations in nursing, and as such has implications for practice and research in nursing service administration.