...One cold day in December, nurse Betty came to work ready for her day. She got report on her patients and began her day. Noticing that one of her patients had a med due at 7:30; she decided to get started on that. She retrieved the med, checked the MAR again, and proceeded to the patient’s room. Upon entering she states, “Good morning, I am here to give you your morning dose of protonix for your stomach before you have breakfast”. Nurse Betty asks the patient “Can I see your arm band?” and “Can you tell me your full name and date of birth?” After she finishes with her patient, nurse Alice asks her to come with her to verify a blood transfusion for her patient. Nurse Betty and Alice both check the MAR, 2 patient identifiers and the correct blood type. Once they confirmed the correct blood type and patient, Nurse Alice begins her patient’s transfusion. Nurse Betty returns to the nurses station and begins looking at the lab results from this morning. One of her patients has a low potassium level. She sends a message to the physician stat to get an order for potassium. The doctor responds to the message and sends the order. Nurse Betty proceeds to check the MAR for the rest of her patients. She then goes to the medication room to gather her supplies. One of her patients is due to get 2g of morphine IVP. She retrieves the morphine from the pixus, has another nurse verify the amount ordered, amount in the syringe and the amount wasted. Nurse betty then places a...
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...Communication plays a big role in our society. People without interaction between each other will make life miserable. Thus, in order for life to be full of joys and understanding we have to have some sort of communication skills that makes things simple when we are communicating with each other, such as family, clients, friends…etc. Therapeutic communication has different ways than everyday life of communication. In nursing world is all about taking care of patients. Therefore, they need set of skills in order to communicate well with patients to find out what is wrong with their healthy status and provide them with the right treatment. So in order for nurse to be nominate to be one of the top, needs to know how to communicate will with patients?, How to explain things effectively to ensure that patients understood their status?. In this assignment I am going to discuss the definition of therapeutic communication, aspects of communication, skills for effective therapeutic communication, nursing barriers and last but not least having some strategies to overcome these barriers. What is Communication? “Communication is the process by which meanings are exchanged between people through the use of a common set of symbols." (Bhardwaj, 2009) the process of these thought comes either by speaking or writing. This process of exchange divided into two parts which are verbal and non-verbal communication. Verbal communication means acting through words which means in brief definition spoken...
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...Faculty Development CLINICAL TEACHING SKILLS: A GuIdE for fACILITATorS Notes for facilitators www.londondeanery.ac.uk CLINICAL TEACHING SKILLS: A GuIdE for fACILITATorS NoTES for fACILITATorS INTroduCTIoN To THE NoTES for fACILITATorS This course has been designed to enable clinicians to learn how to apply education theory to their own clinical and teaching practice. The course uses participatory approaches which encourage collaboration and reflection among participants, enabling key challenges for clinical teaching to be explored and strategies to address challenges to be identified. THE fACILITATor roLE It is essential that this role is one of facilitation and not that of a lecturer. It is not essential to have expert knowledge of the topic. What is essential in a facilitator of this workshop are the following. • A robust understanding of clinical teaching practices. • Knowledge of clinical teaching theory. AbouT THIS GuIdE The purpose of this brief guide is to help you facilitate the clinical teaching skills workshops. Contained within it should be all the information that you need to run the workshop on the day. The notes contain copies of the slides that are provided with the course. The slides and notes suggest approaches to sessions. However, you may decide not to use some of the slides and may use instead slides or activities that you develop for individual sessions. • The ability to draw effectively on the experience within the group, in...
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...an fundamental driving force. Clinical Leadership within the Trust to sustain clinicians in both clinical practice and education/training settings is presently provided through clinical supervision and mentorship by the Clinical Directorate Team. This team will have need of further development of their own leadership skills, mostly to support the newly qualified graduate paramedics and nurses entering clinical practice. An added tier to the leadership umbrella will be the clinical team leader role. These individuals will offer a key function through the monitoring and obedience to protocols and routine clinical performance indicators...
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... the nurses has roles to play in carrying out clinical duty, supervisory, administrative, educational, communication and research activities. One primary role of the professional nurse is to care for patients and ensure that they receive the best care, so that they could have a good state of health and well being. In maintaining this role, the nurse has to educate, teach and train patients, their family members, staff and students to ensure that patient can care for themselves and that fellow nurses give safe competent care to the patients. In the clinical area, to ensure the patients understands his health-illness state and able to cope with his health – illness state, the nurses should be caring and competence. Each nurses working in the field are made to be competent, their competency are checked regularly by the head nurse or CRN/ educators. The current trends is to make all nurses completed their competency during 3 months orientation and repeat the competency checklist according to schedule either yearly or two yearly. Nursing is a science and an art. The art of nursing allows nurses to put into practice what they have learnt in theory. It is in the clinical area that nurses, get the opportunity to have practical experiences so as to be competent in nursing. Clinical experiences make nurses involves in a process that requires knowledge, skills and attitude base on her previous exposure and learning experiences. Clinical experiences are the pre requisite for a nurse to...
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...Introduction skills and clinical competence. Clinical performance and critical thinking skills are “…negatively impacted by stress and anxiety” (Kim, Oliveri, Riingen, Taylor, & Rankin, 2013, p. e43 The transition from being a nursing student to a novice nurse is a challenge that can be overwhelmingly filled with stress and anxiety. Providing a structured orientation program is helpful in easing this stress and anxiety for a short period of time. After orientation, novice nurses are faced with challenges that require critical thinking and clinical skills beyond what he/she has developed causing a spike in stress and anxiety. Continuing education will help in the progression of a novice nurse to that of an expert nurse, however not exclusively....
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...Handbook for RCOG Trainers July 2011 Contents Introduction Section 1: Introduction to RCOG educational roles 1.1 College Tutor 1.2 Educational Supervisor 1.3 ATSM Director 1.4 ATSM Preceptor 1.5 ATSM Educational Supervisor 1.6 Deanery Ultrasound Co-ordinator 1.7 Ultrasound Educational Supervisor 1.8 Subspecialty Training Programme Supervisor (STPS) 4 5 5 7 8 10 12 13 15 16 Section 2: Structure of postgraduate education 2.1 The curriculum 2.2 Postgraduate training, assessment and appraisal 2.3 Annual review of training 2.4 RCOG forms for appraisal 2.5 MRCOG examinations 2.6 DRCOG examination 18 22 25 30 31 32 34 Section 3: Managing local/regional education 3.1 Guidance for dealing with the poorly performing trainee 3.2 Regional education 3.3 Welcoming the new trainee 3.4 Training needs for trainers 3.5 Top tips for College Tutors and Educational Supervisors 35 35 36 39 39 40 2 Section 4: Resources 4.1 Bibliography for medical education 4.2 List of educational resources 42 42 42 Section 5: Appendices 5.1 Appendix 1: Sample letter of welcome 5.2 Appendix 2: Example of introductory programme 45 45 47 3 Introduction The delivery of training and education is a core responsibility for the National Health Service (NHS). The General Medical Council sets the standards for undergraduate and postgraduate medical education and works with the Colleges to determine the curriculum, assessments and implementation. The Royal College of Obstetricians...
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...Budget constraints, faculty shortages, and lack of clinical sites are just a few concerns of nursing programs. Nurse educators seek teaching strategies that promote students that are highly skilled practitioners. Students must learn how to transfer their knowledge and learned skills into their clinical practice. It is the nurse educator’s goal to “produce safe and competent registered nurse” (Reid Searl, Eaton, Vieth, & Happell, 2011, p. 2758). Sufficient clinical experience is challenged as there is an increased demand for nursing schools to produce nurses that are competent, with the increasingly “ill population, coupled with the shortage of faculty” (Sportsman et al., 2009, p. 67). High Fidelity Simulation (HFS) is a method of providing students with clinical experience that is essential in developing the skills and knowledge. Many nursing programs are now using HFS in their curriculum. These simulators “allow students to experience high-risk, low volume patient problems in a realistic setting” (Tuoriniemi & Schott Baer, 2008, p. 105). The HFS are full size mannequins that can respond verbally and physiologically to the students interventions as well as omissions of care (Leigh & Hurst, 2008). The HFS offers students many advantages. This method of clinical training allows students to experience real life like patient encounters that they may not have the opportunity to experience during their clinical training. Nurse educators can correlate HFS with...
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...Unfortunately, only 15% of students learn this way. This makes education difficult for these students, as most education is catered to the majority of students, which is evenly split between visual and auditory learners (Anderson, n.d.). The author of this essay identifies as a kinesthetic learner. Being a kinesthetic learner, the preferred learning strategies have included many that are typical for this learning style. Hands on approaches for nursing skills have been highly successful, as well as return demonstration. The author has also found that teaching other skills has greatly improved her understanding and method. In order to learn ideas that are not skill related, illustrating the idea and explaining it to others has proved very effective. Also, the author will often write about events in clinicals, what actions she took, and then research to see if these were the best actions, or how she could improve upon her practice. The preferred method of studying for exams has been to rewrite notes repeatedly, and recall clinical events and situations in order to reevaluate the actions taken. According to “Kinesthetic Study Strategies” (n.d.), these learners do excel with an approach to learning that incorporates all their senses. When learning, these students retain...
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...This essay will discuss a clinical skill in which I have become competent in practicing. I will use a reflective model to discuss how I have achieved the necessary level of competence in my nurse training programme. The reflective model I have chosen to use is Gibbs model (Gibbs 1988). Gibbs model of reflection incorporates the following: description, feelings, evaluation, analysis, conclusion and an action plan (Gibbs 1988). The model will be applied to the essay to facilitate critical thought, relating theory to practice where the model allows. Discussion will include the knowledge underpinning practice and the evidence base for the clinical skill. A conclusion to the essay will then be given which will discuss my reflection skills, acknowledge my competence and show my personal and professional development. The clinical skill I have chosen to reflect on within this essay is the administration of Intramuscular (IM) injections. I have chosen this as within my first clinical placement this was a widely used method of drug administration and I became involved in the process of IM injections. I therefore researched the topic of IM injections and my knowledge within this area developed. The first stage of Gibbs (1988) model of reflection requires a description of events. I was asked to administer a drug to a patient via IM injection. I had observed this clinical skill on a variety of occasions and had previously administered an IM injection under supervision. On this occasion I...
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... 2 The Nursing Expertise Self-Report Scale and Reflection The Nursing Expertise Self-Report Scale was developed from Patricia Benner’s model of clinical competence described in Benner and Benner (1984). According to Patrica Benner’s model of From Novice to Expert (Benner & Benner, 1984) there are three changes in performance as the nurse progresses from novice to expert practice. One change is from the reliance on rules and principles to the reliance on past experience to guide performance. The second change is a transition from viewing the clinical situation as a collection of equally important features to viewing the clinical situation as a collection of equally important features to viewing the clinical situation as a whole, in which only a few features are important. The third change is the passage from the detached observer to involved performer. Unique to the expert level of performance is the element of intuition. This scale is designed to measure self-perception of these three transitions and intuitive decision making. Personal Results According to my personal results of the Nursing Expertise Self-Report Scale, my nursing level is between the proficient and expert nurse. The proficient nurse possess the experience and necessary skill sets to look at the patient as a whole, focusing on the critical pieces of information to formulate an overall plan of care. In addition, the proficient nurse is...
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...within the clinical environment using relevant literature and recognised frameworks. A critical analysis of learning, teaching and assessment strategies as well as educational theories will be integrated and applied. A written re-evaluation of this experience using the recognised reflective cycle of Boyd et al. (1985) will also be incorporated to enable me to effectively analyse my personal and professional development as a practice mentor. Prior to commencing this portfolio the learner and mentor were informed of my intentions and consent was gained freely and independently. The principles of confidentiality in accordance with the NMC (2004, p8) guidelines have been adhered to at all times. Within this portfolio the person being taught and assessed will be referred to as the student or learner. Another person relevant to this process is my mentor; they will be assessing my ability of mentoring and will subsequently be referred to as the mentor, thus protecting their anonymity. I am currently employed as a staff nurse working in an Emergency Department in the North of England. My role as a staff nurse is to work within a team, supporting and assisting other team members to achieve and implement high standards of care delivery. Part of the criteria for this portfolio was for me to choose a mentor that was able to objectively evaluate my ability of teaching and assessment, therefore I chose a mentor who was experienced, knowledgeable and educated within this clinical environment...
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...The clinical skills lab I have chosen to reflection on was the lab where we leant how to administer eye drops to a patient. I choose this lab, as it was the skill I found most challenging to master. I will also be using Driscoll’s Reflection Cycle (Driscoll, 2007) to explain the What, So What and Now What of the clinical skills lab. Firstly looking at the ‘What’ which is about returning to the situation in this case it is the lab where we administered eye drops. Reflecting on the lab I found that I was quiet unsure on how to administer eye drops, in my personal life I have never had to administer eye drops only been the recipient of them. In the lab we were instructed to administer eye drops according to the medication chart provided. Once we found the correct medication we needed to go through the correct steps of administering two drops to each eye. I was confident with most things except when it came to actually administering them. The reason why I believe I had difficultly giving the eye drops as I had trouble steadying my hand and finding what comfortable for me and also keeping in made what is most comfortable for the patient. Now looking at the ‘So What,’ which is all about the analysis of the situation and looking at what learning arises from the process of reflection (Driscoll, 2007). Now looking back on the lab I am glad I hit those barriers there in class, as I was able to overcome them then and there with the help of my fellow classmates and also our lecturer...
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...Mid Reflexion After clinical 5, I can say that I now have a different perspective of being a CNA than when I first stepped foot in Cadbury at Lewes. Every day something new is thrown at us, but that is how we learn and experience from it. When we first arrived at Cadbury, I did not know what to expect, but I was certain that we were all going to go through a lot. I feel that class prepared us well for what we have been doing so far, but in a way having to work on a real person is so much different than a mannequin. Although we have not been checked off on certain skills, the ones that we have done has helped us learn how to work on a real person and from it we gain more experience. Even though, I miss tiny steps when doing a skill, I recognize what it is that I miss, either it be forgetting to get an extra towel or not placing a bedpan just right, I learn from my mistakes and keep them in mind when performing it again. On the other hand, giving a chance to practice on these skills has really taken away some of the feelings of discomfort or hesitation. When we were first assigned to a resident the thought of performing perineal care on someone else was awkward, but the more...
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...There are five competencies which I have gained exposure throughout my internship projects and assignments. First and second competency are structuring positioning and financial management. I developed my critical thinking, goal setting and understanding business plan, management flexibly, partnerships and alliances through analyzing various projects and assignments. Among of them is the Advanced Clinical Access Plan (ACA) Project, Speak to the Director Project, Clinical Product Review Committee Procedures (CPRC), New Item Request Flow Chart Process, TeleHealth Business Plan. I also developed an understanding of the physician compensation strategies, budgeting, and management accounting. In particular, I evaluated and recorded the physicians' work time for CVTS-Perfusionists Clinic, Neurosurgery Clinic, Ophthalmology Clinic, Orthopedics Clinic, Otolaryngology Clinic, Plastics Clinic, Urology Clinic, and various surgical services. These clinics are at Surgical Service Department. After that, I calculated each clinic’s total hours and total salary amounts in fiscal year 2014 in purpose of projecting and allocating the staff’s salary plan effectiveness. Then, I created a FY14 Surgical Service Department Budgeted FTEE Chart and presented to the Administrative Office for approval....
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