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Ebook FAST FACTS for the clinical nursing instructor (3/E): Part 2

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Nội 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 p

reparation 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. Thes

e 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 2

Yare a teaching-learning strategy because they are expected to follow up on elements from the classroom lectures. They also use these conferences to p

Ebook 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.”STUDENT

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 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 2

ajority of the rules and instructors’ expectations on orientation day, conferences with students during the rotation also provide opportunities to sha

Ebook 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 2

as their guide. This also requires clarifying the clinical objectives set forth by the nursing program, which are usually broad and unspecific in rela

Ebook 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 vnn

rlirprtinnc ilhnilt wliirh tvnp nf113play the major role in choosing his or her patients with guidance from you and the unit’s nursing staff. Remember Ebook FAST FACTS for the clinical nursing instructor (3/E): Part 2

your job is to foster independence and some sense of self-efficacy for each student. Use every opportunity to do so. If he or she receives the patien

Ebook 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 purpos

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 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 p

rograms, 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 2

ts can receive patient care assignments before the clinical day. If this is the expectation of your nursing program, then the preconference format may

Ebook 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’ medic

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 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 st

udents 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 2

ter 13 PreconferencesExhibit 13.1Preconference ScenarioAt orientation day, Jason, the clinical instructor, informed students that at the beginning of

Ebook 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 th

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 2the following goals for students to fulfill on that clinical day: (a) to complete an assessment of their patients, (b) to document that assessment, an

d (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 2

tion, one student, Nancy, received a patient in room 550, a 10-year-old patient with cystic fibrosis. The clinical instructor then directed Nancy and

Ebook 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 i

n 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 rol

Ebook 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 evalu

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 2e structure of the clinical nursing preconference is determined by the timing of the patient assignments.■For the clinical instructor, the preconferen

ce 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 2

or her patient assignment.

Managing the Clinical Day13PreconferencesPreconferences are preclinical meetings held at the start of a clinical day. These conferences are led by a c

Managing the Clinical Day13PreconferencesPreconferences are preclinical meetings held at the start of a clinical day. These conferences are led by a c

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