A few years ago at the University of Iowa College of Nursing, we developed a novel approach to enhancing the skill development of undergraduate students by exposing them to an intensive skill environment during their first medical-surgical clinical rotations. Driving the unusual initiative was the recurring theme that beginning students often equate competency in skill performance with being a "real nurse." Their primary learning focus is acquiring skill proficiency. However, due to the varied hospital settings used for the first clinical rotations, the particular skills required for patient care are variable, and opportunities for repeated performance of a skill are often limited. We ...

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