Clinical Teaching Practice

As nurse educators, it is important for us to create an environment which will help students to learn effectively. In order to help learning effectively, the nurse educators must implement a variety of teaching strategies applicable to learner needs (NLN, 2005). Reflecting on this competency, I had an opportunity to meet this competency while precepting new graduates to work in operating room. It was challenging as they had no experience at all. I was able to be a role model and motivated them to learn. Each orientee was different, I was able to understand their learning needs and helped them to understand and learn the necessary skills to work in the operating room. Critical thinking is very important while working in the operating room, I provided them opportunities to think critically and reasoning behind the action performed. After starting my

Nursing students today are diverse with different learning styles. Nursing educators must shape students to become critical thinkers and there are a host of approaches for instructors to develop needed teaching skills (Kostovich et al., 2007). There are many models of education styles; one to fashion teaching after is from Kolb’s model in 1985 which suggests matching learning methods to teaching approaches. However, educators need to become proficient in identifying individual student learning styles. Nursing educators should also recognize their own teaching style and the effect it has on learner development and socialization (National League for Nursing, 2007). The National League for Nursing (NLN) has developed eight core

Issues such as staff shortage, increased workload, staff feeling threatened by the student nurses, and poor teaching skills can contribute to students not feeling supported (Burns and Paterson, 2005). Nursing students had identified that anxiety as their main concern in the research done by Masoumi and Sharif (2005). The unfamiliarity of tending for patients and worrying of making mistakes during the clinical attachment are the factors that students feel anxious. Mentor can diminish anxiety by utilizing simulation, where genuine case studies and scenarios are being simulated and roles and responsibilities of student nurse are being discussed (Burns and Paterson, 2005).Gradual encouragement in helping student nurse to gain control over their own learning may aid to construct their confidence which will reduce their

This essay is going to focus on the nursing skills that I developed during a period of placement simulations and in the community, placing emphasis on oral care, communication with a non-engaging patient and bed bath. It will outline the fundamental aspects of clinical nursing skills that I have begun to acquire. This will also highlight the learning processes which took place and how it helped me to enhance my knowledge, and ethical values in order to deliver quality and safety of care. Using other sources of current literature, I will use a reflective model to discuss how I have achieved the necessary level of learning outcome. By utilising this model I hope to demonstrate my knowledge and understanding in relation to these

An important cornerstone required when perusing a Bachelor of Science in nursing degree (BSN), is to gain practicum experience in a clinical setting. During practicum rotation, students can build on their foundation knowledge, think more critically and gain independence. The purpose of this paper is to reflect on my clinical experience during the second half of my practicum rotation, that captured the essence of my nursing practice.

According to Hall and Ross-Kerr (2006) teaching is an interactive process that promotes learning. Generally, teaching and learning begin when a person identifies a need for knowing or acquiring an ability to do something. A nurse, who embodies the role of a teacher provides information that prompts the client to engage in activities that lead to desired change. Teaching is most effective when it responds to the learner’s needs (Potter, Perry, Ross-Kerry, & Wood, 2006, p. 318). In this paper I will include an assessment of the learner, teacher, and resources with a teaching plan. I will provide evidence of implementation along with discussion of teaching material used in the presentation, including the rationale for its use. The paper will

A nurse, who embodies the role of a teacher, can provide information which prompts the client to engage in activities that lead to a desired change. “Teaching is most effective when it responds to the learner’s needs” (Potter et al, 2006, p. 318). This project will reduce demand in Emergency Rooms and move ALC patients who are ready to be transferred out to alternate care streams to the right care at the right place and at the right time. Finally, I will discuss the personal growth and development which will help me for improvement in personal nursing practice.

In today`s dynamic health care, in order to provide high quality and safe care to the patients, the nurses require increased levels of critical thinking, clinical judgment, and decision- making skills. Hence, the nurse educators should employ teaching strategies that promote critical thinking and clinical judgment skills (Hughes, 2008). When determining teaching strategies for student learning experiences the instructor must consider the content, curriculum, course, and unit objectives, feasibility of the technique, time available, strength of the class, room size, the required equipment availability, students` learning style, and the money cost of both the teacher and the student (Billings & Halstead, 2012). The use of simulation and case study are the two different teaching strategies chosen for the care of a patient with post-operative wound infection.

Teaching and learning in the clinical setting is not a new concept and the teaching of clinical skill to nursing student ranks high on the current agenda of nurse education (Pfeil, 2003). Therefore, has be the duty of teachers to continue to provide ongoing guidance during teaching and learning taking place. According to While (2004), the mentor is required to feel personally and professionally confident when assessing the student’s performance. This allows the development of the students will become better and more effective.

We have all been new nursing graduates, where everything seemed to be overwhelming and the vast body of knowledge of the unknown seemed unfeasible to retain. Moving forward in my career in an advanced role, I have vowed to not forget what it is like to be a new graduate. The intimidation of the unknown, combined with the more “seasoned” nurses’ strong personalities, made the job in the acute care setting of emergency nursing difficult, as what seemed like a simple question made me feel inadequate and incompetent. I relied on my unit educator to be my mentor, not only for emotional support as I jumped the hurdles of the emergency room, but also for the expansion of my own personal evidence-based knowledge. My knowledge base became the strong

As Nadeau, Raines, and Taglaireni discuss different aspects of the nursing career, both have commonalities. The main commonality is that there is high need of adaptability and flexibility a person must have in this field. Other commonalities include responsibility and financial considerations. Whether a student is completing the schooling or a nurse is training, there will always be the different teaching methods that come with different instructors. A student has multiple professors for the high number of classes required to obtain a degree. A nurse’s education is never ending; they are continuously learning throughout their career. Nurses learn from their doctors, other nurses, staff, and even patients. Both, student and nurse, have to be able to understand the material being taught in any environment. According to Editor Briana

of Canberra, found that because first year nursing students are opportunistic learners, they are more likely to reflect upon valuable, long-lasting lessons when they feel actively engaged in both positive and negative experiences in their clinical practice. These authors acknowledge three learning triggers which they found enhance the student’s clinical education: active participation in care, emotional confrontation within themselves, and interacting with registered nurses who caused them to contemplate how they would present themselves as professional nurses. Grealich and Ranse suggest further research using a larger scale of second and third year nursing students who attend various institutions as they recognize the limited number of participants from a single institution as a weakness in their study; they also,

One of important source of Physiotherapist knowledge is the patient, listening to the patient considers one of the essential profession skills. The main focus in interview is having the patient tell his or her story rather than having the therapists initiate a series of questions to which the patient must respond. Experts confirmed this in their interviews (Jensen, Gwyer, Shepard, & Hack, 2000).The therapist may ask the patient to briefly demonstrate the activity or positions that cause pain, because mechanism of injury is very importance in detecting the condition and diagnoses the type of injury. In Acromioclavicular (AC) the most common mechanism

practicum goal was to achieve the objective outcomes positively at end of the course. The effectively organized syllabus of the course, and the expert guidance with enriched subject oriented instructions by the instructor Dr. Sellars effort created the thorough understanding of the nursing educator core competencies to align with the Scope of Practice for Academic Nurse Educators 2012 Revision (National League Nursing, 2012). Although I am in the clinical education practice, still I have the plan to extend as the clinical instructor for the student nurses in near future. I prepared to begin with traditional classroom teaching, thereby I can challenge any group of audiences to face to face in teaching or delivering messages through public speaking.

With the continuous changes in healthcare, evaluation of students’ clinical knowledge and skills relies on the need for continuous evaluation. Evaluation is the process of using data to make judgements about students’ individual performance. Evaluation of clinical performance provides data from which educators use to judge the extent to which students have acquired specific learning outcomes (Billings & Halstead, 2016). With the use of best practice evaluation methods, clinical performance can be evaluated to ensure quality patient care. Educators face a challenging task when providing evaluation that is fair and reasonable. Tasked with evaluating students in the clinical setting, educators can evaluate how students integrate theory and apply it to real-life situations. Observations of performance in the clinical setting should focus on the outcomes to be met and competencies to be developed (Oermann & Gaberson, 2014). Developing a clinical evaluation tool to determine whether students can think critically, prioritize problems, and complete patient care procedures correctly is essential. There are a variety of evaluation methods to use in nursing education. Depending on the learning outcomes to be measured will determine which tool best evaluates the students’ performance. Clinical practice is an essential and highly significant component of nursing education. Education programs are obligated to respond to government requests for well-educated healthcare professionals.