NCLEX Style Assessment

My chosen practicum will be teaching in the skills/simulation lab at NCMC. This paper will outline how the experience will enhance my knowledge and develop skills necessary to fulfill the role of nurse educator. The goals, objectives, and timeline will be discussed in this paper. The project that will be developed during the practicum experience will be a debriefing philosophy and evaluation tool to assess student learning with emphasis on critical thinking skills.

Nursing is a practice profession. Clinical experience in the clinical setting is the integral part of the total education process for nursing students. (Estrella Cuarezma Sanchez, 1998) The clinical exposure of a student nurse is an experience that is not to be taken for granted. It is as important (if not more so) than the classroom lectures. In the field, the student nurse is allowed to experience dealing with actual patients and witnessing medical cases first hand. That is the reason why it is imperative that the student nurse make the

The Kaplan website offers a wealth of information and helpful tools for nursing students. The videos in the "How to Study" section offer practical advice for beginning nursing students and those who might be struggling with topics such as, Taking Notes, Studying, Reading Textbooks, Time Management, and Preparing for the Exam. The "Remediation by Topic" section offers students summaries of topics like Confidentiality, Critical Thinking Skills, and HIPAA. "The Focused Review Test" section offers an option to create a test to use as a study aid. This paper will give a summary of the topics, Critical Thinking Skills, the NCLEX-RN, and Therapeutic Communication. This paper will also discuss which methods are the

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.

The procedure assessment exercises that were consolidated into this usage procedure were a verbal test, pre/post test, noting unknown inquiries, and re going over the test toward the end. While a percentage of the objectives were accomplished and others were not because of the reality we just held this class once and won't have the option to return and follow up.

In my journal summary I will discuss how I met each graduate competency during my clinical experiences. I will also highlight experiences, I learned, and how it changed my view of nursing. I will first, review the graduate competencies listed in our student preceptor handbook and then review how I met these requirements. I will start with PERSON:

The standardized patient experience was useful and interesting for me because I became more confident and active during nursing practice after that practice exam. This practical exam helped me recall my professional experience from year 2012 and 2013 when I worked as a nurse in my country. After that practice exam, I knew how staff nurses deal and communicate with patients from a different culture and spoke different language. My specialization is nursing education, but I wanted to take more practical classes during the course or study to obtain first hard experience and confidence in dealing with patients.

During my clinical placements I have learned a range of nursing skills which enhanced my ability to think critically and be accountable for my own actions in the clinical setting. I think that you will find my background and experience details my high attention to detail, very strong aptitude and adaptability, strong ability to work in a team and excellent work ethics under extreme time pressure while integrating holistic care into practice.

There is considerable emphasis on the learning objectives and the testing environment within nursing schools. These exams are carefully crafted for different reasons, such as admission entrance for a specific program or knowledge attainment according to course outcomes. Exams are designed to assess the student’s program progress towards graduation (Billings & Halstead, 2016). Just as it is important to test students about the instructed material; it is essential for faculty to perform post-test analysis on each question for accurate grammar and content, the possibility of bias in the question, and complexity of questions. Faculty must be well versed in testing analysis on how to run and scrutinize the statistical data regarding discrimination,

In recent years, there has been an increasing interest in complementary medicine, and indeed alternative medicine (Lee-Treweek 2002, Andrews 2004, Barry 2006). Moreover the number of professionally trained therapist and practitioners has increased giving the patient/client a better choice and at more competitive rates (Smallwood, 2005).

Alternative medicine has been considered the “hidden mainstream” of patient care in America. As biomedicine increased in popularity, alternative methods of healing arose as a response to the treatments used by physicians. Historically, alternative (or “complementary”) medicine conveyed itself by highlighting its “natural” attributes. These characteristics attracted those who were wary of the chemicals used in allopathic medicines. Much of the skepticism that has accompanied complementary alternative medicine (CAM) stems from the lack of scientifically-based evidence that shows its efficacy; there is no “alternative” medicine there is simply “unproven” medicine (Fontanarosa and Lundberg 1618). This argument suggests that medicine and

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 Alternative Choices is designed for any Integrative Medicine practitioner who is ready to change their ways of practice. While keeping their license and professional standpoint, instead of being medically attached to a pharmacy, they have the option to offer their patients natural remedies and cures, as well as alternative therapy to ease any pain or mindset. Medicine such as life style adjustments: nutrition, spirituality. With the assistance of culturally suitable care: self-care, stress reduction, meditation, and physical activity. They will also provide therapy on herbs and vitamins, approaches to menopause, cancer, and various other illnesses.

Complementary and Alternative medicine, commonly known as CAM, includes all medical practices considered “nontraditional” or not part of standard medical care. This broad umbrella covers everything from acupuncture and massage therapy to use of herbs and probiotics. Over the last two decades, the use of CAM has increased rapidly, and continues to gain popularity and use (Nursing Times). The National Health Interview Survey of 2007 concludes that 4 in 10 adults are using some form of CAM (National Center for Complementary and Integrative Health), and even larger numbers projected to be in use by this year. The term “CAM” is inclusive of a multitude of different methods of application, but there are few methods of treatment which are leading in popularity and usage.

The global health care arena in the past three decades has been transformed by the growth in the use of complementary and alternative medicine (CAM) by residents in both developed and developing countries. The increase in public interest in the use of CAM is particularly high in Western societies where conventional biomedicine has dominated the health care landscape (Bishop & Lewith, 2010; Bodeker & Kronenberg, 2002; Boon, 2002). CAM has become a critical component of the public health care system of many western countries, including Canada, Australia, the United Kingdom, and the United States (Andrews & Boon, 2005; Eisenberg et al., 1993; Fautrel et al., 2002; McLaughlin, Lui, & Adams, 2012; Thomas, Nicholl, & Coleman, 2001). Whereas there are many definitions and conceptions of CAM, the term is often used in references to medical and health practices that have different traditions, practices, and bodies of knowledge from conventional biomedicine (Adams et al., 2011; Hall, Griffiths, & McKenna, 2014; Reid, Steel, Wardle, Trubody, & Adams, 2016). Thus, it encapsulates both indigenous health traditions of the world (for example, Ayurveda and Traditional Chinese Medicine) as well as, contemporary alternative forms of health care such as chiropractic, aromatherapy, and naturopathy. A distinct feature of these alternative forms of health care is their psychosocial paradigm of health and wellbeing (Anyinam, 1990; Bowleg, 2012). A fundamental