Learning Contracts Benefits

The transition from student nurse to registered nurse can be exciting, stressful and challenging and reality shock can be experienced (Kaihlanen, Lakanmaa, & Salminen, 2013). The skills knowledge and values learned during the 3 years period of the undergraduate program should be demonstrated while working as a Registered nurse. The transition from nursing student to professional nurse is complex and multifaceted experience (Clark & Springer, 2012). Therefore, it’s essential to guide the student during their learning process for their professional development. It is difficult for the student nurse to work on their own unsupervised right after completing their program. Being independent registered nurse will take lots of practice skills wise and knowledge wise. The transition from student to staff nurse ‘is a common rite of passage that marks the end of initial educational preparation in the discipline and the

Eaton begins by describing how lifelong learning contributes to the development of knowledge and skills in nursing. he stresses the fact that continuous learning is imperative to remain relevant, professional, and accurate as well as to advance in the nursing field. He then shares the two most essential factors to for success in this field which are evidence based practice and the need to be lifelong learner, these both can be achieved through research, education and the desire. Evidence based learning is crucial part of lifelong learning and vice versa. New ideas are brought to nursing through a cyclical cycle of research, application, and education without one of these steps the lifelong learning would not be as valuable.

Several learning theories have been put forward to explain how learning takes place in individuals. These theories have found application in formal learning situations including nursing education and training. In addition, a number of nursing theories also aim to prescribe the best approach to the practice of nursing in a professional environment. Of the learning theories, social learning theory takes into account the role of the environment in shaping responses through interaction with the cognitive skills of the learner. The deliberate nursing process theory also emphasizes the importance of responding to the real environment instead of blindly implementing prescribed solutions. This essay discusses the responses of a nursing professional in a real-life learning environment in the light of social learning theory and deliberative nursing process theory.

As the demand for nursing education grows and with the rapidly advancing roles of nursing, educators need to stay up-to-date. “Theory-based practice provides nurses with a perspective” (Parker, 2006, p.28). With the comprehension and use of educational theories, nursing educators can support student knowledge and development into practice. These theories are outlines of cohesive concepts and principals that describe, explain, or predict how people learn. Every one learns differently and as an educator you need to be familiarized with and open to the use of one or more combinations of theories to successfully teach adult learners in this ever changing health care system. This paper will highlight the use of Constructivist Learning Theory and its application to nursing practice.

Key Message #2: “Nurses should achieve higher levels of education and training through an improved education system that promotes seamless academic progression.” (Institute of Medicine, 2010, p. 163) As the IOM reports, changes in the health care system are requiring major changes in the nursing education requirements to meet the immediate needs of our patients. Nurses need to understand the importance of obtaining a higher level of education so that they can practice to their fullest

Learning contracts are being used in post-secondary education. Adults approach learning as problem solving and in theory by implementing learning contracts, the student becomes more involved in

within my clinical environment. I will address the questions that I encountered due to this experience and how my current nursing classes helped me deepen my understanding of what I have learned this semester. I will also discuss two nursing BNURs and how they are related to this experience and analysis how this event has helped me grow as a student nurse.

The purpose of this paper is to discuss a learning theory with application to a teaching-learning situation in health care. This paper will focus on the social learning theory and its application to the teaching-learning process in nursing. I will explore a clear definition of the theory and present the main concepts. Lastly, I will apply my knowledge of the social learning theory by describing how I use it in a health care setting when educating student nurses during senior practicum.

The following paper is an annotated bibliography containing three articles found in peer reviewed journals related to the practice of nursing. After first evaluating key points of each article, I will reflect upon them to assist me in enhancing my practice as a beginner nurse. Grealish, L., & Ranse, K. (2009). An exploratory study of first year nursing students’ learning

I once heard someone say, “Find something you love to do and you’ll always be successful.” If you want to be in a field where you are continually learning, nursing would be the top pick. This paper will reflect the journey I have taken from Registered Nurse (RN) to Bachelor of Science in Nursing (BSN) with the incorporation of my learning objectives from my clinical course.

Learning can be defined as the process of acquiring knowledge or skills through experience, independent or collaborative study, and teachings under guided instruction (Fisher & Frey, 2008). One of the most efficient processes of learning that promotes progressive knowledge and skill development is a process that focusses on learning styles (Weaver, 2010). √ The key term ‘learning style’ can be described as the preferential mode a learner adopts when gain knowledge or skills (Honey, 2006). There are a number of different versions of models and frameworks that can be used to help a student nurse to identify their own personal learning needs (Sherwin &Stevenson, 2011).√ These include Kolb’s (1984) Experiential Learning Cycle, Gibbs' Reflective Cycle (Gibbs, 1988), and Johns’ and Carper’s model of structured reflection (Johns, 2009). √By using these tools a student nurse can identify their learning needs and may consider it beneficial for the student to undertake further methods of analysis such as Honey’s (2006) The Learning Styles Questionnaire which is based on Honey and Mumford’s Learning Inventory (Honey, 1982). The Honey and Mumford inventory is a compilation of descriptions used to categorise learners based upon behaviours and attitudes. These categories include activist; reflector; theorist; and pragmatist (Honey, 2006). √ An understanding of learning

In today’s world, it is essential to incorporate nursing theory into practice. Patricia Benner, through her work, “has provided essential understanding of how knowledge and skills are acquired and directly applied to nursing practice, education, research and administration” (Altmann, 2007, p. 114). According to Benner’s model of skill acquisition, “the nurse passes through five stages of career development, novice, advanced beginner, competent, proficient and expert” (English, 1993, p.387). Specific patterns of behavior, thinking, and performance is present in each stage. The most experience is associated with the expert nurse and the least experience is possessed by the novice nurse (Benjamin, 2007). This model is based on ascending level of proficiency and the key concepts of this model are: competence, skill attainment, experience, clinical knowledge and practical knowledge

As I only have an Associate’s degree in Nursing, much of this information is unfamiliar to me. I have not been exposed to the contents of this course before and thus the reasons I would like to set a foundation of theories for professional nursing practice. Much of the information in this course is imperative in maintain an appropriate and professional role in nursing.

In this paper, I will be discussing my learning experiences during term three. In order to classify and expand on what I have learned, I will be writing about two roles I have assumed as a student nurse, how I have developed those roles through theory and practice, how my thinking has changed, and what I would like to change in the future.

The main responsibility of a nurse is to offer a various range of health care services which includes provision of health education, prevention against disease, promotion of health condition and treatment of acute illness. (as cited in Ling, Bo, Ying, Shao & Hui, 2014) They are expected to perform a wide range of clinical skills for saving patients’ lives and this requires student nurses to have solid foundation in their learnings. The problem-based learning is defined as the learning that develops from the process of working towards the solution of a given problem (as cited in Ling, Bo, Ying, Shao & Hui, 2014) and its learning approach has been the focus in the nursing education for student nurses’ academic curriculum. This essay argues that problem-based learning and self-directed learning help student nurses to develop critical thinking skills and problem solving competency. The essay also explains that both learning approaches develop student nurses to become effective team collaborators with good communication skills, which will make them grown and achieve higher in professional nursing career. Moreover, it describes how problem-based learning aids student nurses to develop their self-directed learning skills and empowers them to adopt to changes in the workplace and health care practices.