Abstract

Delegation, an important concept for nursing students to learn and practice, is central to registered nurse (RN) performance, and important on the NCLEX-RN examination. Nursing faculty members from an ADN program designed a descriptive study to evaluate planned versus actual delegation in the curriculum, and a second study to evaluate an intervention on delegation.

Study One assessed the presence of delegation in each nursing course. Statistical analysis compared the planned implementation with the results for student definitions of delegation, and identification of the five rights of delegation based on the National Council of State Boards of Nursing (NCSBN) definition and five rights. Study one results are shared.

Study Two utilized a comparison of pre-to-post intervention measures. Students were asked to complete eight steps of a delegation exercise and determine what could be delegated to an unlicensed assistant, and what should be completed by the RN. Answers were coded and entered into SPSS. Statistical analysis compared each student's ability to correctly identify the five rights of delegation prior to the exercise, against the ability to correctly answer five questions two weeks post exercise. Significant improvement (p< 0.05) occurred on each measure. Recommendations are discussed.

Submitted: September 9, 2005 · Accepted: January 26, 2006 · Published: March 16, 2006

Recommended Citation

Henderson, Deborah; Sealover, Pamela; Sharrer, Vicki; Fusner, Sally; Jones, Sandy; Sweet, Stacie; and Blake, Tim (2006) "Nursing EDGE: Evaluating Delegation Guidelines in Education," International Journal of Nursing Education Scholarship: Vol. 3 : Iss. 1, Article 15.
DOI: 10.2202/1548-923X.1197
Available at: http://www.bepress.com/ijnes/vol3/iss1/art15