Date of Award
Spring 7-22-2026
Document Type
Thesis
Abstract
Abstract
Introduction: Valuable clinical learning opportunities is essential, yet often an unmet goal in nursing education, especially within rural associate degree nursing (ADN) programs, where access to high-acuity and diverse clinical experiences is limited.
Background: Nursing students in geographically isolated areas face limited access to specialty clinicals, including pediatrics, creating inadequacies in clinical learning and preparedness (Institute of Pediatric Nursing, 2021).
Purpose: The purpose of this project was to evaluate the effect of a two-day pediatric intensive, incorporating simulation scenarios and micro-learning activities, on the self-efficacy and satisfaction with learning of students in a rural ADN program.
Methods: A two-day pediatric intensive, including high-fidelity scenarios and micro-learning activities, was evaluated on its potential to improve self-efficacy and satisfaction with learning. The intensive provided standardized learning experiences to enhance student confidence and readiness. The project aimed to bridge access gaps common in rural ADN programs.
Results: Among 126 ADN students, mean satisfaction and self-confidence scores post-pediatric intensive were 4.54 (SD = 0.62) and 4.56 (SD = 0.43). No statistically significant differences were noted based on age or rurality classification. Satisfaction and self-confidence demonstrated a moderate positive correlation (r = 0.48).
Conclusion: Participation in a pediatric intensive led to increased satisfaction and self-confidence, making it an effective pedagogical strategy in nursing education. Structured pediatric experiences may improve self-efficacy and promote clinical equity.
Recommended Citation
Sasser, Hannah J. and Brewer, Will, "Bridging the Gap: Using a Regional Pediatric Intensive to Improve Rural Nursing Students’ Self-Efficacy" (2026). Theses. 61.
https://roar.una.edu/theses/61
