Assessment and Accountability in Mentorship Introduction A mentor is according to the Nursing and Midwifery Council a Nurse or Midwife that is responsible and accountable for facilitating learning, assessing performance and producing evidence of achievement or non- achievement of students in practice (NMC 2006). As the main aim in its Code (NMC 2008) is to protect the health of the public and the delivery of high quality care the mentors are established as “gate-keepers” to the professional register. To be able to carry out this task, the NMC further indentifies eight key skills in its' Standards that a nurse needs to develop in order to become a mentor and support learning and assessment in practice. This assignment aims to explain the terms of assessment and accountability as applicable to a Nurse mentor on the example of two first year adult branch nursing students in a Dermatology department. Main Body The clinical environment with its potentially unpleasant new experiences can have a big impact on a student (White and Ewan 1991cited in Stuart 2007).
London: Churchill Livingstone. Newman, A. (2003) ‘Self-Concept in the Nurse-Client Relationship’, in Arnold, E. and Underman Boggs, K. (eds.) Interpersonal Relationships: Professional Communication Skills for Nurses.
Historical Perspectives of Healing A Review of Eeva Sointu’s article ‘The Search for Wellbeing in Alternative and Complementary Health Practices’. Eeva Sointu is an assistant professor in medical sociology and has a B.A. in religious studies, an M.A. in "Religion, Culture and Society," and a Ph.D. in sociology. In 2006 she began teaching courses in medical sociology, Introduction of the Sociology of Selfhood and Identity, Qualitative Methods and a senior seminar on contemporary therapeutic cultures at the Smith College in Northampton, Massachusetts.
Historical Development of Nursing Timeline Brenda J. Fritz NUR/513 January 20, 2013 Dr. Peter Zografos 1859 – Florence Nightingale -“The lady with the lamp”- “The first nursing theory that focuses on the manipulation of the environment for the benefit of the patient.” Columbia School – The first theoretical conceptualizations of nursing science came from graduates of these programs. (According to University of Phoenix Week Two Supplement (2006), Developmental Historical of Nursing Timeline) 1952, 1988 – Hildegard E. Peplau “Interpersonal Relations in Nursing” 1955 -Bersham Harmer and Virginia Henderson-(Nursing knowledge is based on a theory of nursing diagnosis from medical diagnosis and based on those early conceptions of nursing. (According to University of Phoenix Week Two Supplement (2006), Developmental Historical of Nursing Timeline 1959 – Lydia Hall Core, Care, and Cure Model. (According to University of Phoenix Week Two Supplement (2006), Developmental Historical of Nursing Timeline) 1960 – Abdellah, Beland, Martin, & Metheney. (According to University of Phoenix Week Two Supplement (2006), Developmental Historical of Nursing Timeline) 1961, 1990 – Ida Jean Orlando – Yale graduate who became a faculty member – Focus on relationship between the nurse and patient.
Review of Nursing Education: A Journey to Professionalism Through Experience Ana Lujan University of North Carolina Charlotte Being a nurse requires engaging the classroom knowledge base with lab-based learned perception, and – most importantly – skilled, ethical action gained in clinical practice. Herein, we will discuss the complexity of nursing by reviewing Benner’s learning model in nursing education as presented in Handwerker’s 2012 article. Abstract categorization of knowledge further enforces the emphasis on content and places the students as passive recipients of theory (Handwerker, 2012, p .6), rather than active learners developing in a more clinical environment. An educational practice gap exists and students feel that clinical practice is totally separate from what was learned in formal education settings (Benner et al., 2010: Gordon. 2005; Spouse: 2001).
( 2 0 1 1 ) Nurses’ and midwives’ clinical leadership development needs: a mixed methods study. Journal of Advanced Nursing 67(7), 1502–1513. doi: 10.1111/j.1365-2648.2010.05581.x Abstract Aim. This paper is a report of a descriptive study of nurses’ and midwives’ clinical leadership development needs. Background.
Retrieved from EBSCOhost. Annotated Bibliography: Stress Management In this article, the writers tried to identify stress in Nurse Practitioner (NP) students. Using research, they found that the appropriate time management skills and optimum structure can create a better final year for students and produce less stress. They elaborated on the two specific areas or sources of stress in students’ lives. These are the clinical sources of stress and the classroom sources of stress.
Title: Teaching in clinical practice The purpose of this assignment is to produce a reflective account using Gibb’s (1988) model of reflection focusing on a teaching session I prepared using a PowerPoint presentation. It will involve the specific underpinning learning theories, learning styles and learning strategies use in the teaching process and a health related topic in relation to nursing titled the development of pressure sores in adult patients. Finally I will conclude on the strengths and weaknesses of my experience whilst preparing the teaching session to make further improvement for the future. According to Hinchliff, (2009) reflection is a process by which the students can look back on a passed event and make changes in their action. This is important in nurses’ practice as it has been used to assess students in linking theory to practice (Jasper, 2003) and also students can use it to examine their personal thoughts and actions so that they can obtain a clearer picture of a particular situation and to acknowledge their own behaviour (Nursing times 2011).
In this paper, I will discuss about patient teaching that I have done as a student nurse at Antelope Valley Hospital on the Medsurg Unit. Some of the teaching are how to promote a productive cough with deep coughing technique, how to use an incentive spirometer, explanation of Thoracentesis procedure, the importance of HbA1C in diabetic management and lastly, teaching of noninvasive technique to help with urinary retention and the use of straight catheterization. Patient teaching is one of the many important elements in nursing care. Nurses provide and teach basic health information pertaining to the patient’s condition and demonstrate important self-care techniques to the patient so that they can independently perform to take care of themselves. With this knowledge, the patient can self-promote their wellbeing.
Nurse Education in Practice xxx (2013) 1e7 Contents lists available at ScienceDirect Nurse Education in Practice journal homepage: www.elsevier.com/nepr Becoming a caring nurse e A Nordic study on students’ learning and development in clinical education Ann-Helén Sandvik a, b, *, Katie Eriksson a,1, Yvonne Hilli b, 2 a b Department of Social Sciences, Åbo Akademi University, PB 311, FIN-65101 Vaasa, Finland Department of Social and Health Care, Novia University of Applied Sciences, Sarjakatu 2, FIN-65320 Vaasa, Finland a r t i c l e i n f o Article history: Accepted 2 November 2013 Keywords: Learning Development Clinical placement Student nurse a b s t r a c t The aim of this study was to elucidate the meaning and deepen the understanding of student learning and development in becoming a nurse. Data were collected from focus group interviews with students from three different universities and analysed using a phenomenologicalehermeneutical method. The comprehensive understanding of student learning and development in becoming a nurse resulted in two constituents: the prerequisites for learning and development, and itineraries for learning and development. The prerequisites consisted of a caring relationship as the foundation for learning and development, and will and motivation for learning and development. The itineraries for learning and development involved pushing boundaries through challenges and support, and of a synthesis of theory and praxis through reflection.