Educating The Learner

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

Over time the health care industry has become more complex. Health care is rapidly evolving and continuing to complicate our delivery of care, which in turn has the same effect on quality of care. This steady evolution and change results in nursing shortages and an increase in the prevalence of errors being made. In hopes of preventing these errors and creating safe and high quality patient care, with the focus on new and improved ways of thinking, The Quality and Safety Education for Nurses (QSEN) initiative was developed. The QSEN focuses on the following competencies: patient-centered care, quality improvement, safety, and teamwork and collaboration. Their initiatives work to prepare and develop the knowledge, skills, and attitudes that are necessary to make improvements in the quality and safety of health care systems (Qsen.org, 2014).

Nearly one year ago, when I confidently embarked on this journey as a nontraditional nursing student seeking a second career, I expected to find a class full of twenty year olds preparing for their first profession. Instead I met students from all age groups, including several in their fourth decade like myself. Now almost half way to the finish line, I see the symptoms of exhaustion affecting some of us more than others. As I traverse the intellectual as well as physical challenges of this training program I wonder: Can mature students like me keep up with our younger peers beyond the classroom? I thankfully report, the answer is likely yes.

Within the first 40 hours I attended and observed a patient education board meeting. The meeting consisted of nurses, doctors, and the library. The discussions are on how to educate the patients. Each department presents potential patient education material. All materials must be approved by the board and must adhere to a six-grade reading level. I observed the monthly nurses board meeting where the discussion focused on nurse’s research and submission of their work to the new digital repository.

The health care industry is ever changing, requiring the practice of nursing to be continually transformed. Since nurses are in direct, constant contact with patients, we are in a position to facilitate change and it is our duty to be proactive in the processes that have a positive effect in our field. Likewise, it is imperative that nurses be actively involved in education in order to stay abreast of new evidenced based processes that will result in increased positive outcomes while elevating patient care. This paper will discuss initiatives set for the Robert Wood Johnson Foundation Committee (RWJF) on the Future of Nursing and the

My vision for myself is that I will always continue learning in order to provide patients with the best possible care. Participation in Western Carolina University’s Bachelor’s program provides me personal exposure to current healthcare topics and methodology for exploration. I feel that the nurse’s primary objective, no matter what environment they work in, is to make sure patient’s receive the best treatment available in a timely manner. As this is rarely a one-person task, participation in this advanced education opportunity has stimulated my appreciation for achievement of quality patient care using the multidisciplinary approach. Additionally, exposure to other healthcare organizations has created an advantage for identification of best care

Nurses need to understand the constant changes in the nursing profession. The shift is in patient care that transforms from specialty care to primary care and to deliver the care in the community rather than in the acute care area. Nurses would be enabled to practice within the full extent of their education, training, and competency levels creating better care in the health care community (Institute of Medicine, October 5, 2010). As an RN in surgery our department is constantly implementing more defined models of patient care through the use of teamwork, professional collaboration, and education of staff and patients. The nurses in our department demonstrate strong leadership capabilities that ensure the completion of assigned tasks.

The scientific practice of professional nursing enables nurses to critically think and utilize knowledge to deliver safe nursing care. Improvement of the healthcare system is a team effort and each member of the team has a significant role to play to improve safety and quality. However, nurses comprise of the largest healthcare providers that provide direct patient care. It is imperative that nurses recognize the significance of their presence and role in making patient care safe. Nurses can continue to being safe caregivers and competent by becoming a lifelong learner. Enhancing continuation of competence through lifelong learning is necessary to maintain coverage of safe and quality care for diverse populations. The direction of healthcare today increases the needs of patients and the needs for a healthcare professional to have the appropriate knowledge and skills to manage patient care across all populations. The deficit of appropriate healthcare providers leads to an increase in unmet patient needs, which increases the amount of acute illnesses. Continuing education allows nurses to manage these needs by further developing professional competence, promoting critical thinking skills, and gaining knowledge to improve practice behaviors and patient health outcomes. By applying knowledge and integrating skills that are needed to provide safe outcomes will contribute to the quality of patient outcomes (Skees,

In order to provide quality care, nurses must first be educated about the aspects of quality nursing. Nurse educators are responsible for teaching future nurses of their scope of practice and how to serve the public through proper medical interventions. Although all nurses serve as educators to their patients, nursing educators in academics have a unique role in teaching the future of the nursing field. This is accomplished by staying informed on current nursing advancements and evidence based practices. Because nurses constantly educate their patients, becoming a nursing educator seems like a natural transition from clinical nurse to instructor. This paper will examine the historical role, qualifications, education and certifications

Quality improvement and patient safety remain key focus in the healthcare today. Leaders and managers continue to seek ways to improve how care is offered while ensuring that the highest safety measures are observed. At the center of continuous quality improvement and patient safety is communication. Effective performance require excellent communication skills, a key component in team building and promoting patient safety (Yoder-Wise, P. 2015). The author, in his 16 years in clinical nursing has witnessed the challenge of keeping the whole team updated with the current practice. The challenge is even deeper in the wake of new technology and low staff retention in the wake of daring need to keep a harnessed effective team to achieve set goals.

After reading this week’s assignment, I realize that there are many factors to consider before planning education. Assessing aspects that influence learning, such as patient need, learning style, developmental stage, gender, culture, and socioeconomics are crucial to success. I am fortunate in that I have the opportunity to get to know my patients over multiple visits and can develop a level of trust and understanding that will allow me to assess these areas. Incorporating these factors will give me a complete patient picture and will impact my choice of educational methods and

A significant element in nursing is the need to convey information and educate the patient to facilitate achievement of an optimal health status. This teaching informs the patient and allows them to participate in their own care. Knowledge empowers the patient so they can incorporate it into their lives. Education directs the patient to resources, support and may enhance the patient’s coping skills. Information is a dynamic tool that, if utilized may contribute to better health outcomes.

Benner et al. (2009) develops another major assumption that care cannot be based on knowledge alone. Clinical understanding must be acquired and utilized to meet the totality of needs of a patient. An expert nurse knows that an actual clinical situation cannot be guided by principles but rather the situation must be approached and guided with insight and engagement (Benner et al., 2009, p.20-21). This openness and willingness of the nurse to fully submit his or herself allows them to recognize the patients needs and respond to them. Ultimately, a professional nurse will be able to fluidly apply classroom knowledge, skilled know how, and ethical comportment despite the unpredictability of a situation (Handwerker,

The Foxtrot group strongly agrees with the Alpha group on the importance of learning styles in patient teaching. It is essential that the patient understands what the nurse is trying to teach him or her. Patient teaching allows a patient to continue to care for themselves once they are discharged from the hospital. Additionally, the Foxtrot group likes the way the Alpha group mentioned providing teaching to the patient’s family. What if a person is cognitively impaired or physically unable to perform the care on their own? Is it still necessary to provide teaching to the patient if they will not be able to perform the task themselves? Therefore, teaching the family members is equally important. Also, the Foxtrot group believes it is imperative

The first goal in preparing the new graduate nurse is ensuring their preceptor are clinical experts and are available in the desired time frame. Webster (2016) describes the role of the preceptors as those of mentors, organizers, role models, socialization agents. Therefore, utilizing Patricia Banner’s novice to expert developmental model and Dreyfus skill acquisition theory, the new graduate nurse (novice nurse) can achieve personal and professional growth, critical decision- making skills. Hence, the new graduate nurse is considered a novice nurse, because they have less than two years ‘of experience. Therefore, skill acquisition is in the first level of the novice nurse. Consequently, the novice nurse has acquired little experience and require direction and the preceptor must provide his/her with rules in guiding their patient care. Also, the preceptors will help the novice nurse improve communication skills, which may help remove barriers when collaborating with the interdisciplinary team and colleagues. Moreover, the novice nurse will be held accountable for the patient’s safety and quality of care they provide. Therefore, the preceptor provides teaching methods to ensure the new graduate achieves his/her goals, such as increasing their knowledge in clinical skills, decision-making, understanding of policies, procedures, regulations, and guidelines. Moreover, the preceptor in important to the novice nurse in achieving his/her clinical competence.