Examples Of Practicum Journal

As lifelong learning continues, it is important to focus on patients and family outcomes through teamwork collaboration, advocating, effective communication, and equally, self-driven to accomplish goals to create and coordinate activities to promote professional development, is why I have chosen to apply for the ambulatory nurse educator

Students in the nursing program are required to rotate working in a variety of setting under the supervision of an experienced nurse or preceptor to develop a broad knowledge of the different population. The use of clinical supervision has been transferred from psychoanalytic culture and applied to nursing education since 1925 in the

Nursing can be competitive and without the experience and practice, managers will not want to hire an individual because they have no experience. The article “Supporting Newly Hired Nurses” states “[n]ewly hired nurses struggle with application of new clinical skills and critical thinking skills as well as integrating into unit culture.” Newly graduated nurses have to adapt fast to the nursing environment and what is involved which can be difficult and overwhelming. Newly graduated nurses should find experienced nurses within their work environment so that newly graduated nurses can learn from veteran nurses

The topic of my capstone project is to educate other members of the team such as respiratory therapist, pharmacist, and radiology technicians about the scope of practice and the role of the nurse practitioners in different settings including the emergency department. Many of these co-workers have a lack of information about the skills, duties, and responsibilities of the nurse practitioners and sometimes this can delay treatment for patients due to clarifications for orders. If the roles of the nurse practitioners are explained and clarified to other members of the team the treatments for patients can be executed faster, but also “Advanced Nurse Practitioners can have a positive impact on other staff members by improving knowledge, skills

There are three domains (cognitive, affective, and psychomotor). The “cognitive domain deals with how a student acquires processes and utilizes the knowledge, the affective domain focuses on attitude, motivation, willingness to participate, valuing what is being learned and ultimately incorporating the discipline values into real life and psychomotor is cognitive understanding” (Ramalingam, 2014, pg. 4). The domains are used as an assessment tool for the educator to evaluate if the learner has met the course outcomes. The learning domains were applied to this course as an evaluation tool for nursing staff

Nurses experienced unsatisfied work environment, fatigue, burnout and increased in career change leading to the nursing

Nursing is a most trusted and gratifying profession. As a nurse educator, I will express my passion for teaching by incorporating features such as clinical assessments, practical application of theory, evaluation, and role modeling into advanced nursing practice, from previous experiences and current experience and clinical practicum to find success and gratification in students chosen profession as well empowering leaners to develop their own strengths, beliefs, and personal attributes to become a good professional. Personally, I do have a positive attitude towards the personal and professional growth, and value ongoing learning and will stive to instill the same into my students learnig journey .. My objective as a Nurse Educator

One student from Ford et al's (pp 4, 2015) study stated that "the nurses on the ward were most helpful in facilitating our learning opportunities and encouraging us to get in and have a go". Clinical placements are designed to build students confidence and competence (Yiend et al, 2016) and to shape them into a safe practitioner. Ford et al (2015) found that students from all cohorts felt the benefit of hands-on experience and results of all the students survey across the semester gave a positive score of 19 and above in this area, see Table 3 (pp 4) in the study. Once again the role of the mentor was also highlighted in relationship to building on self-confidence but had a positive representation as a student commented: "Nurses that were understanding of the situation and asked/encouraged us to participate in things" (Ford et al, pp 4, 2015). Building confidence through participating in care is an effective method of building students confidence (Edwards et al, 2004).

This essentially accentuates the notion and importance of mentorship to nursing. Newly competent nurses are faced with the challenge of applying their academic knowledge, skills and attitudes to practice. Bridging this space between theory and practice may be demanding to this person. It is for this reason that mentorship is vital to nursing practice and that is why I believe the committee suggested identification of the characteristics of mentors that have been or could be most successful in recruiting and training diverse nurses and nurse faculty to be researched further

Introduction As we approach graduation many BScN students are prepping their resumes and settling into the mindset of “I’ll apply to anything, just hire me!” We thought it was important to ensure that our future graduate think ahead to all the many different nursing careers that are out there, what role they think they would be happiest in, what training might be needed for that role and how to be successful in the interview. This reflection will examine my experience working as a group to complete a facilitation in the Nursing 4Q03 class. Facilitation Experience (planning, conducting, evaluating)

The theory’s first stage is the attention phase and requires students to pay attention to the skill which is being taught in an environment that is conducive for and provides the necessary condition needed for learning to occur. As the expert nurse educator demonstrates the skill while students’ pay attention by observing what the instructor is demonstrating; this can be seen as role modeling. Therefore, an expert educator demonstrates competently the techniques associated with oral administration of medication; clearly, it is important that student nurses observe this procedure being done. In addition, another important determiner when paying attention has to do with the students’ goals, self-esteem, and competence; all these components are acted upon as each student processes the

I was fortunate to be able to observe academic education of nursing students at DeSales University. This education was held in a classroom setting on Mondays and Wednesdays. My observation time was 16 hours in which I observed Alyssa Robertson prepare for class, prepare exams, give lectures, provide hands on education, assist students in learning, and provide support to students. I also observed many student interactions and learning techniques. The learners were NU 220 Pharmacology and NU 230 Therapeutic Nursing Interventions students.

Peer-to-Peer Mentorship for Academic Success in an LPN Program Problem Identification Beginning a nursing program can be an exceptionally stressful and anxiety producing experience. This is especially true in an accelerated, twelve month, Licensed Practical Nurse (LPN) program. While the intention of nursing education is to prepare students to engage in the role of a professional nurse, the process of its completion is an arduous task. Students are often overwhelmed by the rigorous and fast-paced workload of the nursing curricula, as well as the day-to-day challenges of being a college student.

Developing collaborative student relationships fosters a sense of mutual trust and respect. Gaining every student’s trust enhances the learning relationship and is reflective of my commitment to caring and my dedication to student success to achieve their goals. When it comes to classroom instruction, I feel that how I teach is equally as important as what I teach. I integrate current evidence based practice in all course content. I feel it is important to include new innovations and applications not only within nursing but within related and supporting disciplines.

INTRODUCTION For an educator to be successful at teaching their students, the teacher must be able to asses the individual students knowledge of a subject (Guskey, 2003, p6). The clinical interview is a useful tool for assessing a student’s individual knowledge, along with other aspects of the education process. An instructor who is conducting clinical interviews are will be able to recognize the students thought process and learning behaviors when it comes to solving a problem or explaining a process to complete a report (Ginsburg, 1997, p.147). Furthermore, the interview allows the instructor to recognize gaps in both the student’s knowledge and the instructors teaching methods.