Abstract
Traditional clinical models inadequately help nursing students achieve learning outcomes and prepare to enter practice. This pilot tested the effects of a scaffolded clinical model (SCM) on students’ performance on skill validations, perceptions of the clinical model, and number of patient care encounters. Two groups of nursing students were compared. The intervention group received SCM based on cognitive neuroscience principles. Compared to the control, significantly greater percentages of students passed intravenous piggyback administration skill validations on the first attempt and encountered 11 to 20 patients. Clinical models based on cognitive neuroscience principles may better prepare students for entry into practice.