The purpose of this systematic review was to evaluate research conducted on the DEU to identify and synthesize student learning outcomes. A systematic literature review was conducted through Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines. After extracting data from seven (N = 7) published studies, eight (N = 8) valid and reliable instruments were identified to objectively evaluate student learning outcomes. Statistically significant objective learning outcomes of these studies included self-reported increased confidence and critical thinking, decreased anxiety, enhanced leadership skills and implementation of EBP, and feeling more supported by experienced nurses during training and transition to practice. With the exception of ATI assessments, HESI exam scores, and NCLEX pass rates, the instruments identified in this review measured personal perceptions of students' experiences. The majority of the instruments involved student nurses' self-reports, the lowest level of evaluation. From an academic standpoint, it is imperative to evaluate this model's impact on higher levels of learning and measurable behavioral changes after training. The collaborative model of DEU requires both academic and practice partners to collaborate to objectively measure the impact of the DEU model on student outcomes, new graduate nurses' transition to practice, and patient outcomes. While the results are promising, this systematic review suggests that more objective evidence is needed to determine measurable student learning outcomes of DEUs.
Keywords: BSN; DEU; nursing education; student learning outcomes.
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