Quasi-experimental study shows knowledge and confidence in delegation improve in nursing students, suggesting effective teaching methods are needed.
Effective delegation is a difficult but critical competency for registered nurses and particularly for prelicensure nursing students. Educators are charged with integrating effective teaching–learning strategies to develop delegation competency. Senior-level students participated in a quasi-experimental, pretest/posttest design study. Students were surveyed before and after the intervention on knowledge attainment and confidence in delegating. Findings revealed greater knowledge of concepts and increased confidence in delegating during clinical practice after participation. Designing teaching strategies that foster a deeper understanding of the principles of delegation and support having more confidence in students’ knowledge and ability to delegate will improve practice readiness upon graduation.
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Watson et al. (2026) studied this question.
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