More handpicked essays just for you.
Practice critical thinking in nursing
Practice critical thinking in nursing
Practice critical thinking in nursing
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Another different is the use of their critical thinking skills. Registered nursing programs have demonstrate the prove that critical thinking is being taught in nursing schools. The level
It has been argued that the shift towards patient-conscious medical aid is necessary and that simulation in its widest sense can be used to support this process. However, sensitivity to what we are simulating is essential, especially when simulations purport to address patient perspectives. The essay first reviews the history of medical education "centeredness," then outlines ways in which real and simulated patients are currently involved in medical education. Patient-focused simulation is described as a means of offering patients' perspectives during the acquisition of clinical procedural and surgical skills. The authors draw on their experiences of developing Patient-focused simulation and preliminary work to "authenticate" simulations from patient perspectives.
Due to technological advances students are learning by simulation based training. According to American Association of Nurse Anesthetists (2014) “The use of simulation to practice technical skills has gained acceptance as a viable teaching and learning method in healthcare” (p. 419). Safety of patients is the number one priority, so there for the government provides the latest equipment to help students learn and better understand their jobs. Also the AANA (2014) stated “By 2010, the nurse anesthesia curriculum was revised to integrate 350 hours of simulation-based education throughout the curriculum in parallel with each of the main anesthesiology nursing courses” (p.421). Even when you graduate and get a job the education does not stop there.
Theoretical thinking is essential to nursing and helps guide nursing practice. Theory is defined as “the creation of relationships among two or more concepts to form a specific view of a phenomenon” (Higgins & Moore, 2012, p. 282 para. 2). It is made up of four theories, which include meta-theory, grand theory, middle range theory, and micro theory.
Critical Thinking: Tanner (2006), had introduce the term ‘thinking like a nurse’. When I read this article I was wondering what it means and takes to think like a nurse, I am a nurse by profession and yet I don’t even know what it means. In order to be a professional nurse, nurses are required to learn to think like a nurse. To my surprise, to be able think like a nurse, a nurse got to clearly defined and understands what is critical thinking and clinical reasoning. Both terms are powerful terms and these terms explain the mental processes nurses use to make certain that they are doing their most excellent thinking and decision making for their patient’s better outcomes.
The advancement in medical science, technology and complexity of the current patient care, demands the nurses to be prepared with the knowledge and skills in Assessment and Intervention, Effective Communication, Critical Thinking, Patient Relationship, Leadership, Management and Teaching. As the required competency increases, the curriculum needs to prepare the nursing graduates to have these core competencies as outlined by COPA model (Competency Outcomes and Performance Assessment)” (Lenburg, 1999 a, b). The BSN curriculum is tailored to accommodate these professional development requirements, the modern era demands that incorporate a broad scope of practice, giving a better edge in competency compared to an ADN, especially in Critical Thinking. A noteworthy point is that the differences in clinical competencies of a BSN and ADN are few compared to management, leadership, decision making and communication competencies.
• Flexibility along with added prospects in nurturing critical thinking and how to incorporate them to their daily cares with patients. • The need for further research in nursing. • Flipping classroom can have positive effects on reforming nursing education. Using the concept of a flipped classroom, whose focus is student-centered, a plan for a two-hour class will be presented addressing getting better with intravenous (IV) and blood pressure indications. One hour will be allotted per topic.
Critical thinking is summerized as one person collects factual information to come up with a concept without applying their personal perspective to form a judgement. Not only does this involve daily life situations and academics, but health proffesions as well. In order to critical think, you must think rationally. Health professions want the best choice and the highest quality for the care of their patients and to pursue this goal one must simply find the best explination to the situation. A great way to apply this is to be open-minded and open to new ideas or oppurtunites.
What is reflection? Reflection is described as the process individuals use for self-development in their future career. The process of reflection has been used for many years in professional health fields such as midwifery and nursing (Lillyman. S & Merrix. P, 2012). Florence nightingale pioneered the practice known as reflection-on-practice, this is a tool that is needed in developing improvement and knowledge to enable an individual to grow in their nursing profession.
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
Simulation-based inter-professional education scenarios are usually customised to the particular learning groups, taking into consideration their specific requirements. This ensures authenticity and reflects real world situations. Simulation is mainly underpinned by learning through reflection on doing -the experiential learning theory (Kolb 1984) as opposed to the didactic approach to medical education. Didactic education is not thoroughly effective and has limited impact on the delivery of medicine by junior doctors (Weller et al 2005) but inter-professional learning, such as is being offered via well thought and planned simulation scenarios at KHP fosters effective collaborative practice, improved communication and teamwork –skills that are not intuitively learned (Barnsteiner et. al.
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.
I was fortunate to be able to observe academic education of nursing students at DeSales University. This education was held in a classroom setting on Mondays and Wednesdays. My observation time was 16 hours in which I observed Alyssa Robertson prepare for class, prepare exams, give lectures, provide hands on education, assist students in learning, and provide support to students. I also observed many student interactions and learning techniques. The learners were NU 220 Pharmacology and NU 230 Therapeutic Nursing Interventions students.
These skills include nurse-patient relationship skill, interactional skills, basic physical examination skills, clinical encounter across the life span, therapeutic communication skills, positive attitudinal skills etc. Assessing the development of nursing skills in students should be done often and acquiring of these nursing skills should also be a continuous learning process. This indicates that extensive experiences and supervision from mentors, preceptors, supervisors, teachers, considerable time on task and involvement of students are necessary to achieve a considerable nursing skill performance. The students’ interest in practice and the environment also influences the development and acquisition of nursing skills. In this case, students’ goals should include increased self-knowledge and scientific awareness in addition to their gradual improvement in professional nursing practice.
Learning such skills should start at university [12,13]. This helps them efficiently apply theoretical knowledge acquired at university in real-world situations where they are expected to solve patient ’s problems [12]. Given that the main goal of education in medical sciences including nursing is to develop professional competence, decision-making skills and problem-solving, nursing education is responsible for creating an environment where students can learn and acquire cognitive, affective and psychomotor skills. Therefore, nursing students are provided with practical skills, strategies, and approaches so that they will able to solve patient’s problems in real-world situations in the future
