For this section of presentations, I learned about health professional jobs that focused on behavior health. This section’s class presentations focused on community needs, substance use disorders, and nursing simulation learning program. Each presentation was educational and interesting to learn about. I enjoyed learning about the simulation learning center and how the student nurses learn and engage in nursing school.
On the other hand, I learned new concepts and terms. Simulation repeats some essential aspects of patient situation so that the situation may be understood and managed when it occurs in real clinical practice. Students in the school of nursing use the simulation learning center to learn and get experience in the field. The simulation is an educational process that requires the learner to demonstrate procedural techniques, decision making, and critical thinking. I learned that a simulation experience allows students to critically analyze their own actions and reflect on their own skill set. As a nursing student, I learned you have to complete clinical hours and practice in the simulation learning center. To become a certified nurse there are many training courses, exams to pass, and in the field experience to complete. Health professionals such as a nurse,
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The levels of influence are individual focusing on knowledge, attitudes and skills. Next is interpersonal, dealing with family, friends, and social networks. Third level is organizational, focus on organization, school, and workplace. Fourth level is community, which focus on connections, spaces, and access. Last level of influence is, national, local laws and policy. All these levels are important and help serve the youth and families, to effectively address the risk factors and build protective factors needed to prevent violence and promote sufficiency (BRC,
Across the nation many nursing programs are facing clinical site shortages for their students. The hardest hit population is the license vocational nursing (LVN) students. Many hospitals are trending toward achieving “Magnet Status” for their institutions. Therefore, LVN students are no longer allowed to complete their clinical training in several hospitals. This action forces many nursing programs to seek alternative methods of clinical instruction. In years past simulation training was used as an aid to facilitate learning. Today, for many nursing programs scenario based simulation is the only option for learning patient care.
The College of Nurses of Ontario (CNO) is the governing body of all registered nurses in Ontario and is regulated. The CNO provides expectations and guidelines to follow, which need to be met by each Registered Practical Nurse (RPN) individually. As a nursing student, I am taught about the CNO and the importance of referring back to the guidelines while caring for patients. While gaining experiencing in the nursing field through my clinical settings, I have realized as a nursing student there are areas I need further development in. In this paper, I will address two of my learning needs and my goal for each. I will also discuss the plan I created in order to successfully meet my learning needs prior to becoming an RPN, and
Clarification of the research question is at the end of the opening section and states that the study was “designed to evaluate the use of a quantitative instrument to measure caring in the nursing simulation environment.” This question is consistent with the problem statement of evaluating the correlation between caring and nursing simulations.
On the 1st of November 2013, I performed my first simulation on the module, Foundation Skills for Nursing. This simulation was on checking for vital signs in patients particularly, measuring the blood pressure (BP) which is the force of blood vessels against the walls of the vessels (Marieb and Hoehn, 2010). We also measured the temperature, pulse and respiratory (TPR) rates of a patient. This simulation’s objective was to engage us in practising some basic observation techniques taken on patients in and out of hospitals and to familiarise us on some of the tasks we will be performing when in practise. I will be applying the “What”, “So what”, and “Now what” model of reflection in nursing by Driscoll (2000).
When I was working as a bedside nurse in the Emergency Department, in one of my duties I was not satisfied with the treatment plan made by a resident doctor for XYZ patient. He entered intravenous KCL (potassium chloride) for the patient. The purpose of that medication and its dose for that patient was not clear to me. I assessed patient history and came to know that a middle aged patient came with the complaint of loose bowel movements, vomiting, and generalized weakness. His GCS (Glasgow comma scale) was 15/15, looked pale but was vitally stable. I exactly do not remember about his previous disease, social or family history but I do remember that he was there with his son. According to the care plan, I inserted intravenous cannula, took blood
... simulations, which range from computer run screen simulations to physical simulations, are helping the medical trainees acquire high edge experiences from repetitive exercises of complex medical procedures. The skills and understanding derived from this kind of training is hopefully expected to improve the actual medical service delivery once the students graduate.
Authentic activities of learning are described as “tasks identical or similar to those children” and adults “will eventually encounter in the outside world” (Ormrod, 2012, p. 332). Activities for nursing students should mimic situations which will be used in their real life career with different activities developed by the educator to develop the needed knowledge and skills in order for the nursing student to make meaningful connections between classroom and skills instruction. Elements for the development of authentic activities should take into account if the “activity requires the students to work collaboratively and use their experiences as a starting point, allows the student to learn from their mistakes, does the activity have value beyond the learning setting and build skills which can be used beyond the life of the course, and does the student have a way to implement their outcomes in a meaningful way?” (Green, 2012, para. 2). Nursing faculty can provide authentic activities for students through skills labs, case scenarios, role ...
A model is a simplified representation of the structure and content of a phenomenon or system that describes or explains the complex relationships between concepts within the system and integrates elements of theory and practice (Creek et al 1993).
Nursing students at State University need better clinical experiences and better clinical sites. Clinical sites that have nothing to do or preceptors who don’t want to educate should be cut out and replaced with better sites. Ideally each clinical should allow nursing students to gain experience in critical skills and patient ca...
Simulated based education is a method that can be used within the field of nursing to accomplish this goal. Forms of Simulated Nursing Education Simulated based education is training and an educational method that can use many different types of simulators. Dr. Broussard said, “A wide range of simulators are available to nurse educators. Models range from equipment that is used to teach a simple, single skill such as intravenous access to very advanced, realistic equipment that can be used to simulate reality-based scenarios in a clinical setting such as an intensive care unit.” (Broussard, L. 2009)
It prepares a novice to be able to perform basic skills throughout their career. Learning is related in the classroom by simulation labs and clinical instructors. Educators consider nursing education to be serious. Their role in preparing nursing students is to convey safe practice for patients. They focus on educating students to learn the knowledge of essential care for different patients. New graduates who learn the sufficient knowledge and skills will be able to understand aspects to protect and design for the nurse and patient. Students are taught to recognize safety threats and will understand the significance of reporting errors for future prevention.
The goal of my learning plan for this semester is to develop skills in health education specific to adolescents. I chose this as my learning goal because my placement this semester at Sunnybrook Hospital, Injury Prevention Program, gives me an opportunity to provide health education to high school students every Tuesday at out P.A.R.T.Y. Program so I thought I should use this opportunity to develop my and improve my nursing skills in this area. As well as good health education skills to adolescents can benefit the students by proving them a motivating learning environment and better learning outcomes. I hope they can enjoy my teaching and absorb the information and use them in the future. I have considered many factors in the process of developing my learning plan such as the nursing standards of health promotion, prevention and health protection, professional relationships, capacity building etc… I brainstormed possible topics such as possible topics that are related to injury prevention itself for example, concussion prevention or preventing sports related injuries. I also thought about doing topics that are relevant specifically to the P.A.R.T.Y. Program such as teenage suicide and prevention or distracted driving. After assessing my placement and the clients which in this case are the students, I have recognized that one of the program’s goals is to educate the students about injuries and injury prevention. I also found that our clients had a lot of potential in learning about this subject which can greatly benefit their lives and influence change in their behaviour to increase control of their own health and make better choices. In terms of my personal needs, I felt that I had room for improvement in terms of my le...
Teaching is part of being a nurse (Angelo, 2015). Being a nurse does not only end at providing full care to the patients but also includes proper teaching about the patients’ disease and medications. Patient’s education should happen when opportunities come, especially before discharge. By teaching them prior to discharge and providing them hand-outs, pamphlets or websites to find important information about their disease and medication, they will be ready to administer their own medications and be informed about their disease. Good personality is also vital in nursing practice (Angelo, 2015). It is not only what a nurse has learned in school or the skills and knowledge that he or she acquired from clinical instructors that are important, but also the whole make-up of a nurse’s own self. For example, a knowledgeable nurse is fully equipped with the skills in dressing a wound, but will never be an effective nurse if he or she does not know how to behave while performing the skill. The facial expressions and body language showing that a nurse is uncomfortable seeing the wound makes him or her unsuitable for the job. It is important that a nurse must not only limit his or her learning inside the skills lab or hospital (Angelo, 2015). Joining associations, programs, community services, and volunteering opportunities can expand nurses’ knowledge, skills, and abilities. The tone of voice must
To improve my understanding of maintaining my capability for practice as a RN, I set a goal to learn in depth from my classes, related units, and through interacting with my friends and tutors. There were many setbacks on the way, but as I became more acquainted with the matter I began understanding better. In this reflection I’ll use Gibbs reflective cycle (Gibbs, 1988) to address my experiences as a student nurse in fulfilling the maintenance and capability for practice. Description Through tutorials, lectures and simulation classes every semester, our practice is enhanced and maintained so that the skills and knowledge we learnt is always nurtured while new ones are gained.
Regardless of the specialty, the main focus of a nurse includes assisting doctors in treating patients and providing clinical and emotional support to both patients and ancillary staff. With the role of administrative nursing supervisor comes additional responsibilities and administrative roles, such as staffing, organizing, prioritizing, and ultimately ensuring safe and quality patient care.