Recommended: Improtance of student engagement
Nurses and physicians need to express themselves in a clear and precise manner, their message should rely on verification and collaborative problem solving. They need to displaying a calm and supportive demeanor under stress, maintenance of mutual respect, and authentic understanding of the unique role (Robinson, Gorman, Slimmer, Yudkowsky, 2010). Not everyone was born being able to express themselves in such a manner, therefore providing the necessary education and skills will help both nurses and physicians gain the confidence and competence they need to work
The subject of my teaching project is a disease known as clostridium difficile or a disease more commonly known as c diff. The patient who was being taught, was a forty-three-year-old, white male, who had no previous exposure to clostridium difficile. When conducting the teaching, the patient had a couple of teaching points he needed to adopt into his care. When in the hospital, the patient should help with reminding healthcare workers and visitors about the importance of hand washing, and wearing gowns and gloves when in contact with said patient. If the patient was to be sent home, there were a few things to keep in mind.
The topic of my capstone project is to educate other members of the team such as respiratory therapist, pharmacist, and radiology technicians about the scope of practice and the role of the nurse practitioners in different settings including the emergency department. Many of these co-workers have a lack of information about the skills, duties, and responsibilities of the nurse practitioners and sometimes this can delay treatment for patients due to clarifications for orders. If the roles of the nurse practitioners are explained and clarified to other members of the team the treatments for patients can be executed faster, but also “Advanced Nurse Practitioners can have a positive impact on other staff members by improving knowledge, skills
Patient/Family Medication Teaching Plan Today a 19-year-old patient named Matt presented to the ER with lethargy, excessive thirst, recent unexpected weight loss, fever, and complaints of frequent urination. Upon arrival the patient’s vitals were taken and documented as temperature 101.6, heart rate 99, respiratory 22, blood pressure 119/76 and blood oxygen levels were at 99%. Matt is a healthy young male who is an active athlete on his schools cross-country team. Being a college student he eats the typical college diet of premade food and claims he has a handful of beers each week. After assessing and observing the patient it is documented that the patient is diagnosed with type 1 diabetes and urinary tract infection.
Moreover, the student's ability to score high on the post-quiz and to pass their clinical, medical, surgical competency skill examination is indicative of the knowledge of my teaching strategy and
Teaching is an integral part of nursing and is discussed numerous times in the American Nurses’ Association (ANA) Scope and Standards of Practice (ANA, 2010). As a nursing student, it is important to initiate teaching as a leading component in our individualized client-centered care. The purpose of this paper is to examine a teaching plan implemented with a client referred to as Ms. F. in May 2017. For a structural guidance, the paper will use the standard nursing process: assess, diagnosis, planning, implementation, and evaluation (ANA, 2010).
• Assessment: Nurses often feel uninformed when changes are made. Not being made aware of important changes can affect patient care. • Nursing Diagnosis: Communication breakdown due to ineffective delivery of new changes related to patient care. • Goal setting: Implement an education book that is placed near the nurse 's station and nurses are responsible to read the changes and sign off when they have read it. • Evaluation: Nurses are better informed and are up to date with new
The theory’s first stage is the attention phase and requires students to pay attention to the skill which is being taught in an environment that is conducive for and provides the necessary condition needed for learning to occur. As the expert nurse educator demonstrates the skill while students’ pay attention by observing what the instructor is demonstrating; this can be seen as role modeling. Therefore, an expert educator demonstrates competently the techniques associated with oral administration of medication; clearly, it is important that student nurses observe this procedure being done. In addition, another important determiner when paying attention has to do with the students’ goals, self-esteem, and competence; all these components are acted upon as each student processes the
Refection –on-Action and Clinical Learning: Describe three ways your nursing skill expanded during this experience. I believe my nursing skills expends every time I go to clinical, every time I have new patients, and every time I have new task to do. I get more experience during each clinical. I get more used to clinical system, and I to know the patient and how to assesse them. Name three things you would do differently if you encounter this kind of situation again.
I was inspired to consider a career in cardiovascular physiology partly because my mother is a nurse and also because I enjoyed studying triple Science at school. I enjoyed the practical work undertaken as part of my GCSEs in the laboratory. I also have an interest in the Natural World and regularly watch documentaries on this subject. My enthusiasm for biology has led me to study Applied Science, including Forensic and Medical Sciences, at Chelmsford College, since 2014.
Nursing is a most trusted and gratifying profession. As a nurse educator, I will express my passion for teaching by incorporating features such as clinical assessments, practical application of theory, evaluation, and role modeling into advanced nursing practice, from previous experiences and current experience and clinical practicum to find success and gratification in students chosen profession as well empowering leaners to develop their own strengths, beliefs, and personal attributes to become a good professional. Personally, I do have a positive attitude towards the personal and professional growth, and value ongoing learning and will stive to instill the same into my students learnig journey .. My objective as a Nurse Educator
A competent nurse is knowledgeable, compassionate, holistic, ethical, a patient advocate, and integrates other disciplines in order to achieve excellence in quality patient care. I believe the road is paved with multiple opportunities for students to experience and collaborate with competent nurses. Because I believe the qualities that are characteristic of a competent nurse also are characteristic of an competent nurse educator, my teaching styles reflects my nursing practice. I believe a student 's level of commitment is influenced by my enthusiasm and passion for teaching. For me, it begins by investing my time, knowledge and experience in students.
Investing my time in the care of my patient gives the opportunity to not only assist them in a difficult situation, but also to learn more about their diagnosis and the treatment, while comparing it to what we have learned in class. For example, I had a patient that suffered from Sickle Cell Disease and came to the ER during a crisis. Correlating this case to the books and the content learned in class, these patients receive at least 1000 mL of fluids, pain medication, and oxygen. Additionally, I had a patient with meningitis. This individual presented with common symptoms such as nuchal rigidity, muscle pain, fever, and chills.
INTRODUCTION For an educator to be successful at teaching their students, the teacher must be able to asses the individual students knowledge of a subject (Guskey, 2003, p6). The clinical interview is a useful tool for assessing a student’s individual knowledge, along with other aspects of the education process. An instructor who is conducting clinical interviews are will be able to recognize the students thought process and learning behaviors when it comes to solving a problem or explaining a process to complete a report (Ginsburg, 1997, p.147). Furthermore, the interview allows the instructor to recognize gaps in both the student’s knowledge and the instructors teaching methods.
According to WHO (2007), the critical periods model is a lifelong-effect on the organs function, which are not improved by later interventions; as it happens in diabetes. Moreover, Mackenbach (2002) acknowledged that the accumulation of risk model is components that increase disease risk gradually over the life, as eating high-calorie meals or attaining weight to acquire diabetes at the end. However, it is clear that the health responsibility stays on each individual as diabetes is among the preventable problems that depend on lifestyle changing and anyone can protect himself (DHSS, 1976). Quantitative methods used to evaluate the effectiveness of intervention e.g. clinical HbA1C levels, diabetes knowledge, and diabetes-related health behaviors
