...Adjunct clinical faculty is a valuable source for teaching in the clinical field due to the shortage of nursing instructors in this community. The clinical area is the first rotation to which new and adjunct faculty are assigned. The registered nurse with expert patient care skills sometimes lacks clinical educator aptitudes to be a leader, scholar, and mentor. A consequence of employing unqualified adjunct faculty is student dissatisfaction with their clinical learning experience. In turn, this results in less-than-favorable adjunct clinical instructor evaluation. The purpose of the appreciative inquiry is to collect data on the teaching skills of new and adjunct clinical instructors. This is important, because it is the mission of the university and the nursing program to deliver quality education to all students. It is also important to retain excellent clinical instructors for the nursing program’s accreditation status. The best way to do this is to ensure that all clinical instructors are provided with the necessary information to succeed in clinical rotations. The clinical peer review evaluation plan is designed to collect participant’s stories and includes an observation phase. The participants are the new and adjunct clinical instructors, and the reviewers are clinical nurse instructors who are certified nurse educators. The key evaluation topics were based on the eight competencies for nurse educators found in the National League for Nursing (NLN). Through...
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...This is a reflection on my experiences during my four weeks community clinical rotation at the Central Texas Veterans Healthcare System in Temple. I will begin by discussing the most meaningful aspects of my clinical rotation and why it was valuable to me. I will next discuss how my clinical experience helped me to identify my personal strengths, how the experience helped me grow as a student nurse, and how this experience will impact my future practice. The most meaningful part of this experience was meeting the different Case Managers, who track the Veterans’ care from their initial screening till they pass or get cured depending on their diagnosis. These RNs was kind, amusing and amazingly excellent in their field of expertise; they were smart, talented, headstrong and self-motivated leaders who are passionate about their job and saving the life of veterans. Although the case management position has limited funds, resources, and little to no data, these amazing case managers create guidelines, protocols, and are still in the process of creating extra programs that will better help the most vulnerable veteran’s population to obtain an improve level of healthcare to...
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...Classroom Assessment Techniques-One Minute Paper Kendra Strenth Samford University Classroom Assessment Techniques-One Minute Paper Classroom assessment techniques (CAT’s) are assessments conducted in the classroom to assess student learning. This type of assessment helps identify progress of the student and also identify areas that may need improvement. All types of CAT’s are to help facilitate the learning environment (Rowles, 2009). CAT’s are a formative type of assessment which involves immediate interaction between the instructor and student. They are used to assess students’ learning, attitudes, study habits, response to classroom teaching strategies and to help the instructor plan for future teaching strategies and concepts (Rowles, 2009). There are three phases to developing and using CAT’s. The first phase involves the planning phase: determining what setting it will be used in, what information will be obtained and what CAT will be used. The second phase is the actual implementation of the CAT. The final stage involves the results and responding to the CAT. The instructor should review the results and report the finding to the class and reflect on the CAT to identify if it accomplished the goal of the first phase (Rowles, 2009). I chose to evaluate the One-Minute Paper CAT. The One-Minute-Paper has been used the most and is a quick and easy way to assess classroom teaching and learning (Angelo & Cross, 1993). To use the One-Minute Paper,...
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...dream was to become a nurse with the vocation of serving others and to become a part of the team that would save lives. The transition of this dream has been made in several steps beginning by graduating as a LVN, obtaining an associate degree and currently to finish my Bachelor’s Degree. Many aspects of my life have been influenced including my self-image, short and long terms goals, philosophies, attitudes, actions, experiences, interests, and more importantly my professional role in nursing and in society. As a new graduate with my Associate Degree in Nursing, the first feeling I experienced was fear and uncertainty about my future as a nurse. This feeling was due to my observing of how demanding this profession was during my clinical rotations. I had this strong sensation that nursing was my niche but I was afraid of failure. My perception was limited with what was expected in this profession that I considered as being primarily to care for the sick and to provide for them by learning about the diagnosis and medications. I visualized myself only passing my internship and being a “safe nurse” on the hall. At the time, I just had a subtle idea, only in theory, that nursing was a dimensional profession. My goals working in the hospital were very elementary goals. First, I needed to pass the Performance Test (PBDS) given by the hospital in order to continue working in the acute care field. Second, I wanted to be a leader on my floor so my immediate goals were to acquire the...
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...Learning Strategies Learning Strategies This paper will discuss the “VARK, a guide to learning styles” (VARK, 2015). One subject who took the “VARK Questionnaire, How Do I Learn Best?” learned the results were Aural and Kinesthetic “AK”, a multimodal learning style preference. The subject’s preferred learning strategies were compared and found to be compatible with the VARK learning style strategies. Using VARK as a tool can give an instructor awareness of the individual’s learning style. This aids the instructor in developing strategies that will accommodate and influence the individual’s learning style. The subject that took the sixteen part VARK questionnaire chose to answer some categories with one selection and others with two or more selections. The questionnaire concluded the subject’s scores were Visual “V”-3, Aural/Auditory “A”-11, Read/Write “R”-5 and Kinesthetic “K”-9 resulting in a multimodal “AK” learning preference. This individual’s learning style mixes “A” and “K” modalities where they have the ability to switch between them, allowing the individual to adapt to the learning strategy. VARK defines four sensory modalities that are used for learning (VARK, 2015). The “V” modality uses graphics such as maps, charts, diagrams and symbols instead of words to represent the information they are trying to learn. “A” modality prefers information that can be heard or spoken. This represents a traditional classroom type providing lectures, open group discussions, webinars...
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...Fairleigh Dickinson University School of Pharmacy Assignment #1: Prescription Label Assessment Student: Site: ___________________________ ______________________ Date: __________________________ Preceptor Signature: ______________ Print Name: ___________________________ 1. Items on the prescription label that are required by New Jersey State Law: 2. Items on the prescription label that are not required by New Jersey State Law: 3. Overall opinion as to the overall appearance and acceptability of the label in your pharmacy: 4. Reference(s) used for this assignment: . PRECEPTOR COMMENTS (OPTIONAL): Fairleigh Dickinson University School of Pharmacy Assignment #2: Over-the-Counter Medication Assignment Student: ______________________ Site: _________________________ Date: _____________________ Print Name: ________________ Preceptor Signature ___________________ Please use the respective forms on the following pages to complete this assignment: 1. Category 1: Cough/Cold and Allergies (REQUIRED) Reference(s) used for this assignment: 2. Category 2: Women’s Health (REQUIRED) Reference(s) used for this assignment: 3. Category 3: Please indicate the category you chose for this assignment.(Select ONE of the following: Pain/Fever; Constipation/ Diarrhea; Heartburn/Dyspepsia; Smoking Cessation) Reference(s) used for this assignment: PRECEPTOR COMMENTS (OPTIONAL): Fairleigh Dickinson University School of Pharmacy Assignment...
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...definitions of the role of a mentor have evolved over the years, for a variety of professions (Gopee, 2011) as too have the requirements for mentors within the health profession. The current definition from the Nursing and Midwifery Council (NMC, 2008a) states that “A mentor is a registrant who has met the outcomes (of a mentor preparation course) and who facilitates learning, supervises and assesses students in a practice setting” (NMC, 2008a). The role of a clinical nurse mentor is described as someone who supervises, teaches and assesses student nurses in a practice setting (Jokelainen et al, 2011, Ousey, 2009), although the role is more complex in that a clinical nurse mentor needs to process the ability to select and support learning opportunities, they have a responsibility to manage diversity and equality, be accountable and ensure standards are maintained (NMC, 2008a). This is supported by Jokelainen et al (2011) who describes mentoring as being complex due to contextual, collegial, pedagogical and clinical teaching. Student nurses are supernumerary in the practice placement, meaning they are there as learners even though they must make an active contribution to the work of the practice area (RCN, 2007). Their active contribution is additionally supported by Morgan (2002) who emphasises that students may feel surplus to requirements through their supernumerary status. Standards relating to mentoring nursing students are set by the Nursing and Midwifery Council (2008a)...
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...PUEBLO COMMUNITY COLLEGE NURSING NUR 211 Psychiatric-Mental Health Nursing Supplemental Learning Guide Course Objectives * Relate the minimum requirements for the course. * Illustrate the use of competencies for learning. * Formulate own needs and responsibilities relative to meeting course competencies. * Relate course/clinical assignments and evaluation * Distinguish how the major concepts (see Nursing Student Handbook) of the program are affected by the variety of conditions and diseases within this course for all age groups. Outline A. Orientation to course 1. Course descriptions 2. Course outcomes/competencies 3. Textbooks B. Course Requirements 1. Student assignments and responsibilities 2. Minimum level of achievement 3. Evaluation tools C. Course/ Clinical Assignments and Evaluation D. Major Concepts 1. Caring 2. Clinical judgment, clinical reasoning, and nursing judgment 3. Clinical microsystem 4. Collaboration 5. Critical thinking 6. Cultural competence and Diversity 7. Ethics 8. Evidence-based care 9. Healthcare environment 10. Human flourishing 11. Informatics and Information management 12. Integrity 13. Knowledge, skills, and attitudes 14. Leadership 15. Nursing and Nursing Process 16. Nursing-sensitive indicators 17. Patient and Patient-centered care 18. Personal and Professional development 19. Professional identity ...
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...Newell & Burnard (2006) suggest that a strong question informs the research design, research method, the population, the intervention and the outcomes of interest. There are three factors for focusing questions 1. Facilitating the search for relevant evidence, 2. deciding whether the evidence is applicable to the group in question, and 3. sorting best evidence from weaker, less valid evidence (LoBiondo-Wood et al, 2002). The question was framed around the elements of PICO; standing for “patients,” “intervention,” “comparison,” and “outcome” (Boston University Medline Plus, 2000a; Craig & Smyth, 2002). The PICO approach was developed around Evidence-Based Medicine (Richardson & Wilson, 1997), and was therefore designed for clinical studies, it can though be adapted to any research context. | | |People, patients or population - who are you asking the question about? | |Intervention - what intervention are you interested in? | |Control or comparison - what are you comparing the intervention to? | |Outcome - what outcome are you interested in measuring? | Table 1: PICO criterion People or population of personal interest means the intended study subjects, for example...
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...ENHANCEMENT OF VETERINARY TRAINING AT THE AHMADU BELLO UNIVERSITY, ZARIA. A PROPOSAL FOR THE REVIEW OF VETERINARY EDUCATION AT THE AHMADU BELLO UNIVERSITY TO FACILITATE LINKAGES WITH THE KANSAS AND IOWA STATE UNIVERSITIES IN THE UNITED STATES OF AMERICA HASSAN, Adamu Zoaka MARCH 2011 1.0 INTRODUCTION When Ahmadu Bello University (ABU) was established in 1962, it was decided to give particular attention to Agriculture and Veterinary Medicine. Therefore, in 1964, the Faculty of Veterinary Medicine was established at ABU following the signing of an agreement between the government of the Federal Republic of Nigeria and the United States Agency for International Development (USAID) and the Kansas State University (KSU). According to this agreement, KSU/USAID was to provide initial staff and equipment to the new Faculty to enable it develop the following: (a) a well-equipped Veterinary School to train and supply Veterinarians for Nigeria and the rest of West African countries; (b) a postgraduate training programme in Veterinary Medicine; (c) a research programme to improve Animal Health, production and Public Health in Nigerian; (d) train Nigerians to staff and assume major roles in the Faculty of Veterinary Medicine as soon as possible; and; (e) advise on facilities and programme for future development and expansion of the Faculty. Professor G.K.J.L. Underberg (Kansas State University) arrived on September 15, 1964 as the first Dean of the...
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...SELF-REFLECTION (10 Marks) Skills Gained:From Work | From School | From Hobbies:as Computer Games) | Communication skill: As a doctor, I deal with different kinds of people with diverse backgrounds and expectations. I acquire the techniques helping me have more effective and trouble-free communication. | Self-study:This good habit helps me constantly update my knowledge, find effectively relevant info to solve my issues. | Internet surfing: I am quite “addicted” to the Internet but in fact, it not only broadens my knowledge but also engages me in positive social relationships, helps me develop a curious and skeptical attitude, and open my mind to changes. | Time management:Repeated high workload at hospital enables me to manage my time more efficiently to finish my tasks. I often prioritize tasks in order not to miss important jobs. | Research skill:As I did several research work at university, I have research skills including critical thinking, literature review, perform experiments and data analysis. | Music listening:By listening to different types of music over the years, I become more sensitive to others ‘emotions and able to anticipate expectations and reactions of people in normal life. | Planning skill:I usually make a plan before starting a project. I like thinking over all aspects of the task and make a good preparation in order to heighten the chance of success. | Leadership skill:I used to lead a group of junior medical residents during my clinical rotations...
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...Ageism and the Elderly Decrepit, senile, over the hill, old fart or slow driver are often the words you hear when referring to “the elderly”. In 1969, Robert Butler, the first director of the National Institute on Aging was the first to use the term “ageism” to describe the stereotyping of people because of their age. The term ageism contains a negative bias or attitude toward the aging. This it a form of discrimination. While there is other ‘isms used in American society; sexism, or racism, ageism enables the younger generation to see older people differently, they may be seen as just old people who are no longer able to actively contribute to society. When is a person considered to be old or elderly? There was a time when you were required to retire at the age of 65. But with the economy and life span increasing people work until they cannot. There is no set age but society usually deems a person old when they are able to collect benefits like pensions, social security, medical care or discounted meals. The United States Census Bureau has estimated that the population of those over 65 will increase from 11.4 percent in 2000 to 20.7 percent in 2050. The baby boom generation, those born in the 1950’s will make up sixteen percent of the population in at least ten states by 2020. Some say that by the end of the twenty-first century life expectancy will exceed 100 years of age. Most people want to live a long life, but only if they are mentally and physically able to...
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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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...Brain-Controlled Wheelchairs A Robotic Architecture By Tom Carlson and José del R. Millán © photodisc & techpool studios I ndependent mobility is central to being able to perform activities of daily living by oneself. However, power wheelchairs are not an option for many people who, due to severe motor disabilities, are unable to use conventional controls. For some of these people, noninvasive brain– computer interfaces (BCIs) offer a promising solution to this interaction problem. Brain-Actuated Wheelchairs Millions of people around the world suffer from mobility impairments, with hundreds of thousands of them relying on power wheelchairs for activities of daily living [1]. However, many patients are not prescribed power wheelchairs either because they are physically unable to control the chair using a conventional interface or because they are deemed incapable of safely operating them [2]. Consequently, it has been estimated that between 1.4 and 2.1 million wheelchair users might benefit from a smart-powered wheelchair if it were able to provide a degree of additional assistance to the driver [3]. Digital Object Identifier 10.1109/MRA.2012.2229936 Date of publication: 8 March 2013 In our research with brain-actuated wheelchairs, we target a population that is or will become unable to use conventional interfaces due to severe motor disabilities. Noninvasive BCIs offer a promising new interaction modality that does not rely on a fully functional peripheral nervous...
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...CHAPTER I THE PROBLEM AND ITS BACKGROUND Introduction Over the past three decades, From the dream of a group of sisters thirty-three years ago, the institution has blossomed and will continue to grow for many years to come, always adherent to its mission of serving mankind with commitment, competence, compassion, loyalty, and love. One of the courses offered is the Bachelor of Hotel and Restaurant Management. When they have reached their final last year in the College, they are required to undergo to their On-the-Job Training these are offered in every College or University in any course to prepare their students in facing the challenges of the real life such as landing their job. The employability of every applicant is not measured by the lessons they have learned inside the school but the type of training and potentials has been developed. Hence, On-the-Job Training plays a vital role the life of every student because these training are on big factor landing their preferred jobs. Most of the companies nowadays hire their personnel who are equipped of adequate skills and knowledge and capable of performing such duties and responsibilities maybe assigned. The On-the-Job Training is one of the important for parents who want better future for their youth. Students will acquire the knowledge and skills necessary to understand the processes of training and development. The course covers components of training design, including needs assessment, objectives, and evaluation...
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