Increasing Undergraduate Nursing Student Confidence Using Contextual Modules
Teaching psychomotor skills is an essential component of nearly every nursing program. Although there are a variety of pedagogies used to teach nursing skills, the question remains: “How many times does a student need to perform a skill in order to have self confidence in their skill performance? “ Students desire to have self confidence in their skill performance and are often apprehensive about their skill competence when entering the workforce. Faculty often recognize the need for more skill practice but many times there are not enough resources to provide more clinical experiences where the skills can be practiced. Furthermore, Kimhi, E., Reishtein, J., Cohen,
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One factor that contributed to the development of the contextual modules was that clinical faculty had observed that students were only able to perform skills that were recently covered in the laboratory setting. Students were forgetting skills that were taught at the beginning of the semester and skill decay seemed to increase near the end of the semester where there were up to 8-10 weeks in between the teaching of the skill and the need to perform the skill in clinical. Students often needed to have faculty guidance in the clinical setting in order to perform skills safely and students would offer comments to suggest that they could not remember how to perform the skills. Faculty determined that students needed more psychomotor skill practice in order to have confidence in the clinical setting but there were challenges related to clinical site availability and faculty time which prevented additional clinical experiences to help build these skills. As a result of the identified need and challenges that were presented a strategy was developed to create contextual modules that would provide additional psychomotor skill practice for students. These modules were additional experiences in addition to the scheduled lab time where the students were introduced to the skills and were allowed to practice with faculty supervision and the modules did not …show more content…
In each course, five contextual modules were developed which corresponded with the exemplars in the courses. When students came to the lab to complete a module, they were each assigned a station with a manikin, patient care equipment and a computer. Each computer station was prepared with a PowerPoint presentation that provided a description of patient in an acute care setting and the presentation provided direction for the students. As the students progressed through the PowerPoint, they were directed to perform skills, complete assessments, make decisions, administer medications, and document on simulated electronic medical records which were hyperlinked throughout the presentation. Each of the documentation templates was created using Macros enabled Microsoft Word documents which mimicked a hospital electronic medical record. Each module provided the context for a different patient experience and resembled the typical workflow of an acute care setting. To prepare for the modules, students were provided with objectives which helped students anticipate which skills would likely be included in the modules. Psychomotor skills that were included in the modules varied from emptying a foley catheter drainage bag to tracheostomy suctioning. There was also a large focus on the administration of intravenous
This practicum project experience project plan is the initial step in addressing an identified deficiency in the new CPOE/clinical documentation system implemented last year at the medical center at which I am employed. Using the standardized tools of project management, I have presented the project objectives, the global project methodology, and the formative and summative evaluation criteria. To further describe this project plan, a graphical timeline is shown in figure 1. A narrative explanation of the timeline is included in the appendix. Finally, this project plan is supported by scholarly and peer-reviewed literature.
The skills acquisition concept poses a backwards movement in progress. The competent nurse in this case steps backward down the ladder to the novice level as an NP. Moreover, learning new skills, knowledge, and methods of treatment may technically be a step forward in a person’s career, but it is a step backwards in confidence and experience. The transition theory suggests transition as a never-ending process. The success of this course depends on a person’s support system and methods for coping. The transition theory has three stages: moving in, moving through and moving out. The moving in stage would be entering graduate education. Moving through is the process of completing classes and clinical time. The final stage, moving out, is beginning the first position as an NP. Successfully transitioning through these stages is heavily reliant on support, self-awareness and coping mechanisms. For instance, failure to begin the transition phase in graduate school is a prediction of the inability to properly shift into the role of NP (Poronsky,
It is important that students have the ability of being competent in a clinical setting. To be deemed competent in skills according to nursing regulations and requirements. This is a challenging factor for many students, as they enter transition period. This is due to students feel they do not have the desired clinical competency that promotes the skills and authorities of a registered nurse (Harsin, Soroor & Soodabeh, 2012). Clinical research studies have found that students do have the required expected levels of knowledge, attitude and behaviour’s. However, the range of practical skills aren’t sufficient for the range of practice settings (Evans, 2008). This research has also found that other evidenced based studies found that competency in nursing skills is still lacking (Evans, 2008). These skills are lacked by students and newly graduated nursing how are in the first or second year of
We all practiced assisting each other with standing, sitting, and falling. In the next lab, Ms. D demonstrated how to use safe and effective transferring from a bed to a chair. Ms. D also showed us how to properly do range of motion (ROM) with D, my classmates, the skills book and videos were my influencing factors for this lab. I find the clinical learning centers to be exciting and places me in my professional work place.
this will cause healthcare providers with the training and education needed for clinical documentation improvements to be installed effectively. It is important that having a specialized team who can create solutions towards Clinical Documentation Improvement (CDI) in order to minimize the failures that may occur. In this case, investing in training for the materials/tools necessary for healthcare providers to excel in their work with CDI. Essentially, Clinical Documentation is used throughout the healthcare system for the analysis of care, communication, and medical records. This is important because the information of medical records that healthcare providers are able to access, will help patients track their health conditions. Thus, clinical documentation improvement has a direct impact on patients by providing quality information. On the other hand, the new technological advancements will also be able to address the efficiencies in health care system that differ from paper-based charting. Improving on the quality of information will also have the effect upon the ethical and effectiveness of care that is being provided. This has a significant impact in order to maintain patient care that ensures the documentation is accurate, timely, and reflect within the services provided. Documentation assessments can be utilized so there can be improvements on the education for healthcare providers as they intend implementation standards take effect immediately. In this case, failures must be analyzed so that they will have the ability to comprehend and determine an organization’s strengths and weaknesses
This is a great opportunity for students to evaluate themselves and acknowledge their weaknesses and strengths. This paper will discuss my success plan in nursing program.
With technology moving so quickly within the medical and nursing fields it is vital to embrace new and innovative ways to learn how to care for a patient. A nurse or nursing student is faced with the ever growing challenge of keeping up with new technologies. A fairly new way to gain education and build upon skills is with the use of simulated based learning. With the use a simulated nursing environment a student will be able to increase their level of understanding of new skills and technologies; this great resource has three major forms of real-life reproduction, can be used in many different areas of nursing, provides a means to evaluate a student’s understanding and demonstration of a skill, and eliminates the potential for harming a patient. With all education, the ultimate goal of mastering a specific trade or skill is the wanted end result. Simulated based education is a method that can be used within the field of nursing to accomplish this goal.
SMITHS, S, DUELL, D and MARTIN, B (2008) Clinical Nursing Skills basic to advanced skills. New Jersey: Person Education Inc.
Clinical confidence, and independence are two components of nursing practice such that cannot be perfected through classroom education, self-study or by reading the evidence based literature. Throughout my nursing education, I have struggled with as many of clinical instructors have put it “being too hard on myself”. Morrell & Ridgway (2014) highlight how students’ perception of a lack of knowledge often contributes to ongoing anxiety. My tendency of being highly critical of my abilities, and having a consistent sense of anxiety associated with practicing independently has been an ongoing challenge for me. Reflecting upon how I have coped with the challenges of developing, and maintaining clinical confidence is
As mentioned by Hunter and Arthur (2016), one of the main reasons I could maintain and improve my practice was due to clinical placements. During clinical placements we are frequently being assessed and taught in dealing with real situations. Feelings As learning is a lifelong process, I’m sure there are many things I need to improve and learn to better myself. However, the lessons I learned during the course as a nursing student shall always remain as a bedrock for my future development.
This essay is going to reflect upon the nursing skills I developed during a period of placement simulations, placing emphasis on oral care, communication with a non-engaging patient and bed bath. It will outline the fundamental aspects of clinical nursing skills that I have begun to acquire. This will also highlight the learning processes which took place and how it helped me to enhance my knowledge, and ethical values in order to deliver quality and safety of care. Using a variety of sources from current literature, I will use a reflective model to discuss how I have achieved the necessary level of learning outcome. By utilising this model I hope to demonstrate my knowledge and understanding in relation to these skills as well as identifying areas with scope for learning.
Although students were not allowed in the recovery unit, I was able to talk to one of the recovery nurses. I learned that a nurse’s duty of care includes monitoring the patient’s vital signs and level of consciousness, and maintaining airway patency. Assessing pain and the effectiveness of pain management is also necessary. Once patients are transferred to the surgical ward, the goal is to assist in the recovery process, as well as providing referral details and education on care required when the patient returns home (Hamlin, 2010).
I believe placing student nurses in the clinical setting is vital in becoming competent nurses. Every experience the student experiences during their placement has an educative nature therefore, it is important for the students to take some time to reflect on these experiences. A specific situation that stood out to me from my clinical experience was that; I didn’t realize I had ignored the patient’s pain until I was later asked by the nurse if the patient was in any pain.
I remember there was a time on my first few weak of orientation I felt like I didn’t belong the healthcare field. I was about to quit the nursing profession, but one of the experienced nurses who was working with me told me that you couldn't run away from yourself just hang in there you will figure it out you are not the alone. I could say there was a significant gap between theory and practice. In real life practice, I learned so many things through everyday training and experiences from working difference patients with the different case. In school, we learned the importance of evidence-based practice but to incorporate that knowledge in real life practice is a different problem. In nursing practices, we come across patients with various health issues that require a solution right then. From this vantage point, the student begins to learn the value of looking at what is perceived as pure clinical problems in a more significant context. (Ferrara, 2010). Not only has this brought the theory we have learned in school and what a nurse has experienced in clinical setting closing this
Nursing is not only a career, but a way to give back to the community by enhancing and maintaining the health of other individuals. Throughout my clinical experiences last year, I witnessed kindness and selflessness among many nurses that have impacted and helped shape my future career choices and life immensely. Throughout this semester, I will assess myself on my nursing skills and will constantly try to strengthen my assessments, communication, clinical judgment and patient safety skills using the Creighton Competency Evaluation Instrument (CCEI, 2014). I believe that my experiences at Mayo will enabled me to find several of my strengths that I will obtained throughout the semester along with finding my weaknesses that I can work on for next semester. I am