My Current Role As A Preceptor

The hospital has a list of registered nurses trained and accepted as mentors on the unit that the new grad will be assigned. These nurses are trained as preceptors. Often the new grad will select her preceptor as her mentor.

This class was very challenging, interesting, and informative. First, students must push themselves to expand their knowledge and help themselves become more inquisitive, critical, reflective, and problem solve. As future professional nurse practitioner, we are striving for integrating clinical judgment skills. The knowledge gained in the textbook must be applied in the clinical settings without discrimination.

As nurses we accept the responsibility of caring for the patient therefore, we have to be hold accountable for the care that we provide. It is important for nurses to use their own judgment in accepting responsibility, when to seek consultation and when and what to delegate to others. According to Battie & Steelam “prospective nurse should hold themselves accountable for patient advocacy, continuity of care, lifelong learning, to colleagues, the nursing profession, and their organization.

After several grueling years of nursing school, most new nurses are eager to enter the work force. Before they are fully entrusted with the lives of others, they must first spend time precepting with a more seasoned nurse. This precepting allows the new graduate to gain some experience and possible insight while being guided throughout the process. Unfortunately, not all graduates have a positive experience with their preceptors. Some preceptors can be intimidating and overbearing. Others may be too carefree and fail to properly prepare their students for the potential consequences of their actions. In the next several paragraphs I will explore research on the benefits of working closely with a preceptor in the nursing field, what qualities and characteristics are present in a successful preceptor, and how we can improve on the precepting process.

And as future nurses, we hold a promise to being attentive students and must be open to continuous learning. We must be open to learning new skills, properly assessing the patients under our care, use of therapeutic communication skills, application of critical thinking and evaluating our performances with the patient with the guidance of the clinical instructor.

My practice in nursing has been influenced by various elements within my career. I have come to embrace that nursing is a learning process and one should expect constructive criticism. When I began as a “novice,” I found myself nervous in some clinical situations but I managed to remain focused on

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

| In the nursing education the student should be helped to appreciate that not all patients are going to leave the hospital disease free, and that as nurses there is a need to learn that we need to help them in any way we can to achieve their maximum amount

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

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.

As a Registered Nurse I have had the opportunity to be a preceptor to a number of nursing students. I take this role very seriously as I am aware of the impact that my mentoring has on the students’ learning experience, competence and satisfaction

In the professional setting, knowing the patient through his or her diagnosis, name, history of present illness, laboratory results or reason for staying in the hospital only contributes to the manner of physical care of the patient. However, recognizing the patient 's spiritual needs such as emotional support, mental positivity, and intellectual understanding of his or her situation gives a better assessment, as well as a trusting relationship between the nurse and the patient, as per personal experience. In the ward, it is evident that most of the staff nurses spend their time doing documentations, preparing medications, following-up laboratory requests, as well as reading through the patients ' charts to affirm the physician 's order. Throughout the duration of our shifts as student nurses, I see that the most that the staff nurses get to be conversant with the patient is when certain procedures (such as feeding through nasogastric tube, taking

I am not new to the role of nurse or educator, but to the role of nursing educator. My motivation to teach future generations of nurses prompted my transition from a clinical nurse to an academic nurse educator. My interest in teaching comes from my own positive experiences as an undergraduate student and from a love of learning. My educational philosophy is a work in progress as I continue to grow as a nurse, educator, and scholar of nursing education. As a novice nursing educator today, I plan on progressing to the path of an expert. The purpose of this paper is to express my educational philosophy in terms of teaching and learning, teaching and learning strategies, student learning goals, and the learning environment.

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.

Nurses are critical to the success of patient education in the health care setting. The amount of time that nurses spend at the bedside, positions them to help families cope with illness, prevent disease, promote health, and learn the self-care skills for discharge planning. In this paper, I will summarize some of the topics from Susan Bastable’s textbook, Nurse as Educator: Principles of Teaching and Learning for Nursing Practice. The reading assignment for this week includes the chapter on the history of patient education in health care, the benefits of patient teaching, the barriers to teaching, and the obstacles to learning. Additional topics from chapter three include