Learning is the acquisition of knowledge or skill through instruction, experience or study. In successful learning situations, multiple pedagogy is used to promote knowledge and retention. This allows students to enter the nursing profession with a general understanding of concepts and skills needed to provide safe, quality care to their patients. In successful learning experiences instructors are engaging, approachable, competent, trustworthy, and dynamic. Both students and instructors are lifelong learners, wanting to use new research to enhance and advance their professions. Limitations and expectations are divulged upfront for both instructors and students. Feedback is given often. Both parties are engaged in the material being taught …show more content…
However, I will strive to help my students succeed by being honest, knowing my limitations, encouraging them, being approachable, remaining humble, and being passionate and enthusiastic. I will remain open and caring to all students. I will not discriminate students based on ethnicity, sex, sexual orientation, or academic performance. I want to learn about my students, help them to overcome their struggles and celebrate their achievements. I want to be a mentor to my students not only during their schooling, but also once they become a peer in nursing. I feel very strongly that these qualities make for a more successful learning situation for students and I wish that more of my instructors had these qualities while I was in nursing school. Some instructors were uncaring, unhelpful, and very disconnected from the student population. My instructors also showed favoritism, which I refuse to do. The goal for my students is to learn about the art of nursing in such a way, that they can not only can pass my class and boards, but ultimately, confidently provide quality care to any patient, family, or population that is safe. My dream is that after graduation, my students will be able to see more intricate and complex connections between patients, body systems, disease processes, environments and how research and policy can change the way we care for patients. Through talking with many students and new nurses this is one of the struggles they have and new nurses say it can take
In today’s healthcare system, nursing is a challenging field as a result of rapid technological advances and changes in healthcare policies. As a dedicated nursing professional, with a great passion for learning, I strive to stay on top of these changes. I am determined to increase my knowledge to be an instrumental part of providing quality healthcare. The demands of nursing are high; however the rewards are even higher. Nursing requires both a supreme understanding of the science of health, and a caring bedside manner befitting only those who seek a position of such a personal involvement in the well-being of a patient. Academically, I will put forth all of
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.
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
In my current role as a nurse educator I feel the desire to pursue my dream of obtaining a master’s degree, specializing in nursing education. It has been 27 years since I have sat in the student chair in a classroom; therefore, I anticipate a number of challenges and barriers to overcome. In this paper I will present and describe three challenges that I expect to be faced with over the next two years. I will also discuss the strategies I plan to use to address these challenges.
Nursing can be a demanding career, but the benefits far much outweigh the challenges. Most importantly, it’s the rewards it offers by allowing an opportunity to make a difference in another person’s life through the provision of care when they need it. Just as Patricia Benner theorized in her book “Novice to Expert,” nursing encompasses both educational knowledge and extensive clinical experience acquired throughout one’s career. This far, I continue to acquire knowledge and clinical knowhow which will promote proper and efficient care to patients. Since I began practicing one year ago in a long-term healthcare facility, I have interacted with patients, families, physicians and other members of the healthcare team to coordinate patient’s care which has enabled me to gain confidence in myself. While I cannot deny that it was difficult to transition from a student to a licensed nurse, I learnt to overcome these challenges and focus on my strengths. Practicing as an LPN has provided a platform to learn and gain experience even though the duties and responsibilities are limited by the scope of practice.
The beginning of a new graduate nurses career rarely begins easily, there seems to be a distinct disconnect between the fantasy of what it means to be a nurse and the reality of bedside nursing. Nursing school seems to feed into this disconnection, in that it does not prepare the new graduate registered nurse (NGRN) for their professional practice. What nursing school does is give the NGRN the basics, a peak into what is to come. The NGRN has to find out for themselves what the true meaning of being a nurse is and if it fits their preconceived ideas.
My practicum setting will be an associate degree nursing program, Joliet Junior College (JJC), one of the oldest community colleges in Illinois. The mission of the school is focused on offering students an affordable, accessible valued education for a lifelong profession in nursing, and to serve the community (Joliet Junior College [JJC], n. d.). Accordingly, the school’s philosophy is based on preparing students to be exceptional providers in the growing healthcare system, providing safe and high quality care (JJC, n. d.). The foundation of the JJC nursing program is based on four major principles: client, environment, health and nursing (JJC, n.d), while their conceptual framework is grounded in the fundamental structure of three major theories which forms the basis of the concepts, skills, and principles of the nursing practice (JJC, n. d.). The three major theories are: Maslow’s Hierarchy of Needs, Levels of Prevention and the Nursing Process (JJC, n.d.). Joliet Junior College nursing school offers a competitive program and combines the traditional classroom experiences, in-class high-fidelity simulations labs, online augmentation theory lectures, and clinical experiences in health facilities throughout the community (Joliet Junior College [JJC], 2016).
I agree with your statement about student nurses. However, one concern I have is for nurses of the future (student nurses), it is my analogy that they will face great challenges in the future related to health professionals sharing a common understanding of patient safety standards and practices. Many students are left in the hands of even higher degree nurses who have heavy complex assignments and feel they do not have sufficient time to share with students the concept of interprofessional education and learning approach they need, which is collaborative learning. Collaborative learning refers to practice, procedures and situations in settings which learners engage in a common task where each individual is accountable to
With the increasing demands in Healthcare needs, newly licensed competent nurses are a commodity that simply do not exist. Every year there are new nurses graduating from associate and bachelor’s degree programs that enter the work force. Nursing students whom complete their degree program, whether it be an associates or bachelor degree sit to take the same state sanctioned nursing licensure exam. Upon successful completion of this exam a student quickly transitions from student to professional, in as little as two days, and is now deemed competent to practice safely and effectively. Unfortunately for new nurses whom enter the workforce, they are subjected to an environment that nursing schools simply cannot simulate accurately, and therefore not prepare students for. New nurses are expected to come out of school, especially by the patients they tend to, with competencies that are unrealistic. The reality is that new nurses lack skills that allow them to perform at a truly competent level. What this paper will discuss are the competencies that new graduate nurses enter the work force with compared to what is actually required in order to be proficient in this professional field. This paper will also discuss how the transition from student to professional can be facilitated through extensive orientation programs that have been proven to elevate nurses from novice to professional.
My vision for the future of the nursing profession is to focus more on empowering patients by providing them with sufficient education. Nurses should be more proactive in communities. People are under the notion that only patients learn from the health care providers. In contrast, a nurse can learn numerous facts from her patients as well. Even though technology is rapidly enhancing and many things are changing within the health field, a nurse's role of caring will never change. It is a nurse's responsibility to always be up to date with the latest evidence based research in order to provide her patients with the most up to date treatments as well as
What could the faculty incorporate into the curriculum to decrease the “reality shock” of transition from student to the professional nurse?
The student nurse has a personal definition of nursing as collaboratively caring of all individuals in a holistic manner, focusing on the prevention of illness and injury, diagnosis of symptoms, treatment of condition, and promotion of health and wellness. Nursing from a practical stance can be defined as the act of assessing a patient, diagnosis of the patient, providing patient outcomes, identification of a treatment plan, implementation of a plan, and evaluation of the plan. Anyone with a set of skills can practice the act of nursing, but it takes a special person to actually be a nurse. A nurse should be invested in the patient, be an advocate for the patient, and above all be caring towards the patient. A patient will surely not remember which nurse gave the best shot, but they will remember which nurse was the most caring. Nursing is more than administering medications and performing skills, but rather it is an art of knowledge and critical thinking combined with compassion and care.
Nursing professionals help individuals, families, and communities to attain, maintain, or recover optimal health and quality of life. The needs of patient care have evolved together with the healthcare system for a few decades, setting higher standards and delegating more roles for nursing professionals. Nurses, especially those with a bachelor’s degree, should always maintain continued education and teach other healthcare professionals as well. This is to equip them with the tools required to deliver a holistic patient
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.
There is no doubt that the health care system is constantly changing and working to improve its flaws, to the best of its ability. Whether nurses like it or not we are a part of the ever changing health care system. “With more than 3 million members, the nursing profession is the largest segment of the nation’s health care workforce” (Institute of Medicine [IOM], 2010, p. 1). The Institute of Medicine believes that nurses should be active in transforming the profession of nursing, along with the health care system. Regardless, of backgrounds, race, and age all nurses can contribute to the future of the nursing profession. The following paper will discuss the Institute of Medicine’s nursing expectations and recommendations, as well as the opportunity to becoming a clinical nurse instructor.