Ebook FAST FACTS for the clinical nursing instructor (3/E): Part 2
➤ Gửi thông báo lỗi ⚠️ Báo cáo tài liệu vi phạmNội dung chi tiết: Ebook FAST FACTS for the clinical nursing instructor (3/E): Part 2
Ebook FAST FACTS for the clinical nursing instructor (3/E): Part 2
Managing the Clinical Day13PreconferencesPreconferences are preclinical meetings held at the start of a clinical day. These conferences are led by a c Ebook FAST FACTS for the clinical nursing instructor (3/E): Part 2clinical instructor and can provide teaching and learning opportunities. These allow the clinical instructor the opportunity to assess the student’s preparation and assignment for the clinical day and to observe key aspects of the student’s communication skills that are necessary to nursing practice Ebook FAST FACTS for the clinical nursing instructor (3/E): Part 2. Communication competence is an essential nursing skill because of the daily interactions nurses have with patients and other health care providers.Ebook FAST FACTS for the clinical nursing instructor (3/E): Part 2
Proper preparation for the clinical day is also essential and is an evaluation objective for all levels of nursing students.In this chapter, you will Managing the Clinical Day13PreconferencesPreconferences are preclinical meetings held at the start of a clinical day. These conferences are led by a c Ebook FAST FACTS for the clinical nursing instructor (3/E): Part 2io of a type of preconference will be highlightedWHAT IS A PRECONFERENCE?During the clinical rotations, the instructor will schedule conferences. These conferences are usually held before the start of a clinical day otìíl orp ro1 nrprnnI'pfpnrpc Tfof fliprl-av tliAV112PART V MANAGING THE CLINICAL DA Ebook FAST FACTS for the clinical nursing instructor (3/E): Part 2Yare a teaching-learning strategy because they are expected to follow up on elements from the classroom lectures. They also use these conferences to pEbook FAST FACTS for the clinical nursing instructor (3/E): Part 2
lan learning opportunities for their students—ones that will assist the student with the primary goal of “application of theory into practice.”STUDENTManaging the Clinical Day13PreconferencesPreconferences are preclinical meetings held at the start of a clinical day. These conferences are led by a c Ebook FAST FACTS for the clinical nursing instructor (3/E): Part 2 are responsible for providing all guidance and addressing all questions regarding all aspects of the clinical experience. Their job responsibilities include setting the rules and structuring the clinical day according to the objectives of the course and program. Although students should learn the m Ebook FAST FACTS for the clinical nursing instructor (3/E): Part 2ajority of the rules and instructors’ expectations on orientation day, conferences with students during the rotation also provide opportunities to shaEbook FAST FACTS for the clinical nursing instructor (3/E): Part 2
re expectations and reinforce clinical guidelines.Daily ExpectationsStudents will become frustrated if they do not know what is expected of them each Managing the Clinical Day13PreconferencesPreconferences are preclinical meetings held at the start of a clinical day. These conferences are led by a c Ebook FAST FACTS for the clinical nursing instructor (3/E): Part 2uctor. What kind of “preparation” is the clinical instructor responsible for? Instructors must clarify behaviors that are expected of their students. It is recommended that instructors do this by giving clear examples of satisfactory and unsatisfactory performance using the clinical evaluation tool Ebook FAST FACTS for the clinical nursing instructor (3/E): Part 2as their guide. This also requires clarifying the clinical objectives set forth by the nursing program, which are usually broad and unspecific in relaEbook FAST FACTS for the clinical nursing instructor (3/E): Part 2
tion to the actual elements of patient care. Each student needs to know the specific elements of patient care for which he or she will be responsible Managing the Clinical Day13PreconferencesPreconferences are preclinical meetings held at the start of a clinical day. These conferences are led by a c Ebook FAST FACTS for the clinical nursing instructor (3/E): Part 2r patient care assignments at this time. Many instructors are allowing students more latitude in choosing their natipntc thp rlav ĩf vnnEbook FAST FACTS for the clinical nursing instructor (3/E): Part 2
t assignment before the preconference, the clinical instructor can review each student’s plan of care during the preconference. In essence, the purposManaging the Clinical Day13PreconferencesPreconferences are preclinical meetings held at the start of a clinical day. These conferences are led by a c Ebook FAST FACTS for the clinical nursing instructor (3/E): Part 2t the structure of the clinical day to avoid frustration for all parties. An example of a preconference scenario is provided in Exhibit 13.1.In some programs, clinical instructors are expected to visit the site in advance of the clinical day to review and select patients for students, so that studen Ebook FAST FACTS for the clinical nursing instructor (3/E): Part 2ts can receive patient care assignments before the clinical day. If this is the expectation of your nursing program, then the preconference format mayEbook FAST FACTS for the clinical nursing instructor (3/E): Part 2
be structured differently than the preceding scenario. The preconference time can then be used to evaluate students’ understanding of patients’ medicManaging the Clinical Day13PreconferencesPreconferences are preclinical meetings held at the start of a clinical day. These conferences are led by a c Ebook FAST FACTS for the clinical nursing instructor (3/E): Part 2 can also be used as a teaching opportunity. The nursing instructor may highlight a certain class of medications, such as salicylates, and have the students discuss its interactions and side effects. In addition, student communication skills may also be observed and evaluated. The instructor canChap Ebook FAST FACTS for the clinical nursing instructor (3/E): Part 2ter 13 PreconferencesExhibit 13.1Preconference ScenarioAt orientation day, Jason, the clinical instructor, informed students that at the beginning ofEbook FAST FACTS for the clinical nursing instructor (3/E): Part 2
each clinical day, at 6:30 a.m. sharp, he would hold a preconference with the group in the cafeteria meeting room. Tie purpose was to give them the thManaging the Clinical Day13PreconferencesPreconferences are preclinical meetings held at the start of a clinical day. These conferences are led by a c Ebook FAST FACTS for the clinical nursing instructor (3/E): Part 2the following goals for students to fulfill on that clinical day: (a) to complete an assessment of their patients, (b) to document that assessment, and (c) to understand the medication list for each patient. Students were given these goals orally and on a written handout from the instructor. In addi Ebook FAST FACTS for the clinical nursing instructor (3/E): Part 2tion, one student, Nancy, received a patient in room 550, a 10-year-old patient with cystic fibrosis. The clinical instructor then directed Nancy andEbook FAST FACTS for the clinical nursing instructor (3/E): Part 2
all the students to review the medical diagnosis and its medical and nursing management during the rest of the preconference time. Students were told Managing the Clinical Day13PreconferencesPreconferences are preclinical meetings held at the start of a clinical day. These conferences are led by a c Ebook FAST FACTS for the clinical nursing instructor (3/E): Part 2ating his or her patient’s initials, the diagnosis, medical and nursing management, and nursing goals.When students receive patient care assignments in advance of the clinical day, the expectations are a bit different. There are higher expectations at the preconference and postconference because the Ebook FAST FACTS for the clinical nursing instructor (3/E): Part 2 students have more resources and time to prepare for the clinical day. Thus, the manner in which patient care assignments are distributed plays a rolEbook FAST FACTS for the clinical nursing instructor (3/E): Part 2
e in the structure of the preconference session. However, throughout the clinical rotation, clinical faculty use these preconference sessions as evaluManaging the Clinical Day13PreconferencesPreconferences are preclinical meetings held at the start of a clinical day. These conferences are led by a c Ebook FAST FACTS for the clinical nursing instructor (3/E): Part 2e structure of the clinical nursing preconference is determined by the timing of the patient assignments.■For the clinical instructor, the preconference is a time for teaching and learning opportunities.■The preconference can also be used to evaluate each student's preparation and assessment of his Ebook FAST FACTS for the clinical nursing instructor (3/E): Part 2or her patient assignment.Managing the Clinical Day13PreconferencesPreconferences are preclinical meetings held at the start of a clinical day. These conferences are led by a cManaging the Clinical Day13PreconferencesPreconferences are preclinical meetings held at the start of a clinical day. These conferences are led by a cGọi ngay
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