Clinical Teaching for Learning
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Clinical Teaching for Learning
Transformation of information has taken its major in the field of nursing. Researchers have made numerous discoveries and improvement in the recent past. The process of acquiring information, preparing it for adoption is what specialists call evidence based practice (EBP). However, the information should be a suggested improvement in health processes acquired in research (Titler, 2008). EBP is a gradual process that involves information acquisition and evaluation before implementation. Academics argue that less has been done when matters of EBP implementation are concerned (Drisko & Grady, 2012). Most of the improvements discovered have been discarded or put on hold due to various factors. EBP has been considered to be more of a social strategy since it involves opinion pooling and decision making at diverse levels. It is also a practice that keeps practitioners up to date and effective in their practice (Titler, 2008).
EBP, as any program of change has a number of determining factors. These factors can either be negative or positive. It is usually up to the people in charge to analyze and come up with a better patient outcome (Burns &Grove, 2001).
As a practitioner, I will ensure that the practice is patient centred. With the innovation in mind, patient safety should be prioritized. The medical improvement should not cause negative implication to the patients since they are the sole purpose for the improvement (Beyea & Slattery, 2006). There should be a thorough evaluation of the project during planning and before implementation.
Beyea and slattery in their book (2006), argue that the team to work on the EBP should be well informed in the field. They further suggest that the task should be left for the experts. For example, suggested improvements to be made in the cardiovascular role should be left in the hands of the cardiac practitioners. I would therefore consider the team I am working with and ensure there are no errors during planning and implementation of the project.
The administration is also a key factor to consider when planning and implementing EBP. The stakeholders should approve of the improvement for it to be implemented. The nurse might have an idea but the administration has a different view on it. The improvement might appear dehumanizing or simply inappropriate for patient used hence the administration will decline the process (Klein and Sorra, 1996). Since EBP involve decision making, I will consider involving the administration and the learners in each stage of the process.
Consideration of the cost of implementing EBP is among factors that influence the process (Drisko & Grady, 2012). This will be achieved through task orientation. A thorough plan on how the learners will achieve a clinical learning environment is essential. This process should also be less costly. The research outcome should be able to evaluate the cost of the due process. I will align the cost of implementing the process with the potential benefit in order to ensure no miscellaneous expenditures are recorded.
I would consider government policies concerning the project. It should be totally legal and approved by the healthcare regulations. For an EBP to function there should be no barrier from the government. The process must not go against the legislative laws.
The research should be easy to interpret, and must have had enough time assigned to it. The researchers must plan and dedicate ample time to the research for quality evidence-based report (Beyea & Slattery, 2006). As the project leader, I would make sure the research is thoroughly done to perfection so as not to jeopardize patients’ situation. Time will be dedicated to vetting of the team and reading through the research.
Resistance from the patients will be looked into and resolved. Patient barrier is among the factors that pose a challenge to change in healthcare services (Montgomery & Bailey, 2007). The patients will be assured of their safety and well being all through the process of implementation of the medical improvement. A positive feedback from patients is a sign of quality healthcare improvement.
Other factors worth considering include cultural, demographic and social factors. The change should be compatible with the stated factors. For instance, the organizations and stake holders should have a common interest. Demographic variability usually has an impact on the research findings. It will also be noted that the improvement relates to the current medical culture (Montgomery & Bailey, 2007).
It is worth noting that for change to be adopted, there are some issues that must be looked upon. EBP is a practice that occurs frequently in the clinical level. Patients should be accorded the best treatment in every healthcare facility. Practitioners have to reduce the effect of infections by introducing improved antibiotics and medical equipments.
Teaching Plan
Topic: Evidence based practice
Target Group:
| Learning Outcomes | Content Points | Teaching Strategy/ies and resources | Assessment Strategies |
| *Professional skills
*Evidence based practice. *Intellectual skills *Good leadership *Creating a positive learning environment. *Patient consideration throughout the practice |
*Acquisition of nursing skills that will allow both the leaner and teacher to benefit.
*Utilizing the learning process to achieve more technique on the practice. *Gain knowledge based skills to assure quality services. *Leadership skills to be nurtured by taking initiative in the learners programs. *Being mindful of the effects of the procedures on the patient’s health. |
*Innovative approach
*Involvement in the practice stages. *Provision of recommended learning materials.
*Enhance the leadership skills through planning through the whole process. *Positive attitude towards the student’s and the field of teaching. *Educating on improvised structure’s effects on the patient. |
*Enabling the learner to catch up with the changing methodologies.
*Increase the knowledge of EBP through quality teaching. *Helps the learner to evaluate the patient needs *quantitative feedback. Through learner involvement, knowledge of patient needs is achieved |
Task Two
Nursing students have various needs according to Mckimm and Jollie (2003). The various needs influence the students’ performance and also their interest in the discipline. Clinical learning needs are the intellectual, emotional and physical requirements by medicine students in the learning environment. It is therefore essential that all clinical instructors consider the needs of their students and satisfy them. This way the instructor has to view things at the students’ point of view.
Among the clinical needs of a student is the need to belong. The student requires having a sense of belonging. They want to feel the importance and benefits of choosing their healthcare course. Research shows that most students from Australia and UK go through challenges brought about by lack of belongingness (Mckimm & Jollie, 2003). This issue is normally caused by various factors which are mostly teacher related. However there are other factors which will also be discussed in this essay.
As a clinical instructor, it is my duty to ensure academic success is experienced by all my students. I will therefore equip them with outstanding qualities and skills that will enable them endure some challenges. I will have a positive attitude towards my students during and off lecture hours. It has been argued that negativity from the lecturers has led to some students totally losing interest in the field of study (Mckimm & Jollie, 2003). In order to avoid such an occurrence, my staff-student relationship will be free and positive.
Correlation between students is among the numerous strategies I will introduce. The students will have to create a strong academic bond that will enable them to study together. Brainstorming groups will be formed in the classes and will be coordinated by the students who in turn will be bringing progress report within a given span time. I will also suggest a student team that will be in charge of counselling the weak demoralized students. This will bring a feeling of family and belongingness. It has been recorded that team work has relatively influenced university performances (Duff, 2010).
Participation of the students in my service as a practitioner will also be an essential part of my plan. I will engage my students in an observation program. They will be observing as I prescribe to various patients. This will increase their will to continue with the course and feel attached to it. Duff in (2010) also suggests that familiarizing with the environment reduces anxiety and provides a more comfortable sensation to a human being. I am planning to create a positive clinical learning environment to the students.
Among the causes for students’ feeling misplaced is poor educative content coming from the course instructor (Kern, et al 2014). A wide background reading will be a part of my teaching plan. This move will help when trying to equip the students with dimensional view of certain study areas.
I will ensure practical work is put to practice and thoroughly followed. Encountering various infections will expose my students to more of real work than just theory dependant issues. Academics argue that exposure to the main clinical practice procedures increases the students academic productivity. This allows them to become better and more efficient in their professional lives (Kern, et al 2014). More time in the operation rooms will expand their knowledge of the field of nursing.
Competition is among the strategies that I plan to keep up with. The students will have academic platforms to compete with students from other tertiary institutions. Competition is the basic to students’ critical evaluation of healthcare challenges. It matures the brain and positively impacts the IQ (Johns & Lathlean, 2007). It is further argued that a competent environment together with a good foundation generates a feeling of natural belonging.
Research will be done by a team of academic analysts to analyze on the performance of the students and other possible strategies that will reduce the needs of students.
Conclusion
Students need is not supposed to be viewed as a drawback but rather as a challenge. It is a challenge that brings positive outcome; it should therefore be tackled by both the instructors and students from all tertiary institutions. Most of the students needs correlate. This means that facing one reduces the challenge posed by the rest.
References
Beyea, C.S., and Slattery, J.M. (2006). Evidence-Based Practice in Nursing. UK: HCPro Inc.
Burns, N., and Grove, s. (2001). The Practice of Nursing Research: Conduct, Critique and Utilization. 4th ed Philadelphia: W.B. Saunders Company.
Drisko, J., and Grady, M. (2012). Evidence-Based Practice in Clinical Social Work. New York: Springer-Verlag.
Duff, B. (2010). Development and Evaluation of an Integrated Clinical Learning Model to Inform Continuing Education for Acute Care Nurses. 6(9) doi: 1685-1083
Kern, A., Montgomery, P., Mossey, S., and Bailey. P. (2014). Undergraduate Nursing Students’ Belongingness in Clinical Learning Environments: Constructivist grounded theory. 4(3) doi:10.530/jnep.v4n3p133.
Jones, L.T., and Lathlean, J. (2007). Belongingness: A prerequisite for Nursing Students’ Clinical Nursing. 24(3) doi: 469234-0002394
Klein K.J., and Sorra, J.S. (1996). The Change of Innovation Implementation. The Academy Management Review 21(4) doi: 1055-1080.
McKimm, J., and Jollie, C. (2003). Facilitating Learning: Teaching and Learning Methods. London: London Deanery.
Montgomery, P., Bailey, P. (April, 2007). Field Notes and Theoretical Memos in Grounded Theory. Western Journal of Nursing Research. 29(1): 65-79.PMid17228061 http://dx.doi.org/101177/019345906292557.
Titler, G.M., (2008). Patient Safety and Quality. US: Rockville (MD).
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