Evaluations that reflect judgments about the performance of the graduate student from nursing students, the preceptor, and the graduate student are examined. Clinical Practicum Analysis and Synthesis The purpose of this practicum was to provide an opportunity to gain experience and knowledge about the role of an academic nurse educator. The objectives of the practicum were developed using the National League for Nursing (NLN) core competencies for academic nurse educators. The responsibilities for which academic nurse educators are held accountable are related to the eight core competencies described by the NLN (NLN, 2005). The analysis and synthesis will utilize the NLN core competencies to discuss issues related to the application of the nurse educator role, strategies and approaches that were applied to the role, and a description and analysis of the clinical project that was undertaken.
Curriculum Objectives NUR 588 June 30, 2013 Curriculum Objectives In this paper, a group of team members are developing a curriculum objectives paper with the role of being hired as an educational leader at an organization. The organization selected is an educational institution that teaches certified nurse’s assistants (CNA). Part of the mission is to provide educational opportunities for various members of the organization and the community. Scenerio Team A decided to teach a class of 18 Certified Nurses Assistance (CNA) students from a local college night class. These students’ have completed two classroom sessions that were six hours each.
According to Employment Equity and Diversity (2004), the mentor needs to be a person who is aware of their responsibilities in supporting staff and require training and resources to support them in their role. I assigned be a mentor to a new qualified midwifery nurse. I called her Nurse A (Appendix A). Even thought she has experience working in the surgical and medical unit before, she still need an experience and knowledgeable staff to guide and mentor her in a new clinical area .She is a very proactive person and willing to learn. Identifying learning needs, planning and managing the .student experience Plans of action formulated in order to achieve the learner's objectives.
Elements of a recognised framework by Cormack (2000) will be used as a guideline through the critique process. Critique is defined by Polit et al (2000) as a careful critical appraisal of the strengths and limitations of a piece of research. They state that a written critique should serve as a guide to researchers and practitioners, and should help to advance a particular area of knowledge. The critique should also help those who are practising nursing, to decide how the findings from a study can be best incorporated into practice (Nieswiadomy, 2002). Knapp (1998) points out that if research is to provide convincing evidence on which to base practice, it must be capable of withstanding scrutiny regarding the quality and relevance of the researchers work.
This essay is a reflective piece on my clinical practicum, I will explain how my clinical practice reflected competence in two domains of the Australian Nursing & Midwifery Council’s National Nursing Competency Standards for the Registered Nurse. Firstly, this essay with reference to current literature will define and describe the meaning and importance of competence for nurses as a student, and in the clinical setting. Secondly, I will relate my most recent clinical placements, theatre, rehabilitation and community to the two chose domains to show how I demonstrated competence. Domain one being critical thinking and analysis, and domain two, collaborative and therapeutic practice. Throughout this reflective piece I will discuss the positive and negative aspects of my care, how I demonstrated competence and what aspects of care I would change in the future.
Bloom’s Taxonomy outlines these areas as cognitive, affective, and psychomotor. Nurses have used it to make learning tools and to test patients learning (Blooms, 1956). In the cognitive stage of managing a chronic disease, is where learning how to manage/treat the condition takes place. This is when the nurse educates the patient on the disease and the treatment. Bloom’s taxonomy states that the steps in this stage are remembrance, understanding, applying, analyzing, evaluating, and creating (Bloom, 1956).
According to Bulman and Schutz (2008) the art of reflection can help students and nurses learn from experiences and improve their own practice. To do this they need a self-awareness that enables them to describe honestly how a particular exposure affected them (Bulman and Schutz 2008). In order for practitioners to reflect there are different theoretical models used as a framework for reflective practice. Gibbs (1988) developed a reflective framework involving six stages which aim to guide the practitioner by asking a series of cue questions. The first stage sets the scene of the reflection by asking for a description of the event, the second stage looks at what the practitioner was thinking and feeling thirdly
If so what is the benefit to all nursing students? What are the implications for you as a practicing nurse? How could you use the findings from the literature review in your clinical practice? Think Nursing Process. Conclusions /Solutions What did you learn?
While taking classes to become a nurse or after a resume and cover letter should be formed with all the gathered information that applies to the job. An objective, work experience, education, activities, and skills should be listed on a resume. A cover letter should have information about ones self and a couple paragraphs each explaining why there is interest in the field chosen and how the position fits one. Works Cited Joel, Lucille A., and Kelly Young. The Nursing Experience: Trends, Challenges, and Transitions.
This essay will discuss and reflects using Gibbs reflective cycle (1988) about the use of pressure ulcer prevention tool and how functional it is based on evidence based practice (EBP) that will facilitate to enhance the possible result of an underlying procedure. According to Jasper (2003), reflection is a fundamental tool in order for the student’s to understand the broad perspective between theory and practice. Reflection is an active process that enables health care professionals gain a deeper understanding of their experiences and it serves to extend our professionalism and develop our confidence in a bid to make sense of clinical experiences (Ghaye, Gillespie & Lillyman 2000).In accordance to Nursing and Midwifery Council (NMC) Code of practice the details about the client will not be given to ensure the confidentiality and protection of the patient (NMC, 2008). The first part of Gibbs reflective cycle is the description. As a health care professional trained in different approach, I assessed my client based on the theory and learning experience that I have had.