EvidenceBasedNursingEssay
QualitativeStudyofNursingStudentExperiencesofClinicalPracticeFarkhondehSharif1&SaraMasoumi2 1PsychiatricNursingDepartment,Fatemeh(P.B.U.H)CollegeofNursing&MidwiferyShirazUniversityof MedicalSciences,ZandBlvD,Shiraz,Iran2EnglishDepartment,ShirazUniversity,Shiraz,IranPublished9 November2005Â[pic]AbstractBackgroundNursingstudent'sexperiencesoftheirclinicalpracticeprovide greaterinsighttodevelopaneffectiveclinicalteachingstrategyinnursing...
Assignment2:TransformingNursingEducation
NursingEducationHealthchallengesofthetwenty-firstcenturyrequireshighlyeducatednursestrainednotjustin acutecarehospitalsettingsbutavarietyofclinicalsetting;thisbroadeninginclinicaleducationallowsthenurses toself-understandandidentifyresultinginatransformationfromlaypersontoprofessionalnurse(Benner, Sutphen,Leonard,&Day,2010;InstituteofMedicine,2010).Nurseadministratorsarenotworriedaboutthe education-practicegapbutconcernsarenowpractice-education
CertifiedNurseMentor
(CNA),clinicallearningwithamentorinalong-termcaresettingisessentialinpreparingstudentsfortheirroleas aCNA.Oneofthebiggestchallengeswiththeselearningexperiencesistherandomassignmentofstudentstoa CNAmentorSomestudentshaveexcellentmentorswhotakethetimetoexplainthingstothemandwalkthe studentsthroughdoingthecaresthemselves.Incontrasttostudents,whohaveamentorthatdoesnotinteractor explaincarestothemDuringpost-clinicalconference
ExperientialLearning
reflectionsintoaction(concreteexperience)"(Kolb,1894).Nursingisapracticeprofession.Clinicalexperiencein theclinicalsettingistheintegralpartofthetotaleducationprocessfornursingstudents(EstrellaCuarezma Sanchez,1998)Theclinicalexposureofastudentnurseisanexperiencethatisnottobetakenforgranted.Itisas important(ifnotmoreso)thantheclassroomlecturesInthefield,thestudentnurseisallowedtoexperience dealingwithactualpatientsandwitnessing...
ProblemsAssociatedWithNursingEducation
adequateclinicalexperienceandeducationhasbecomeanissueinthefieldofnursingAstechnologyadvances, newstrategiesandconceptsemerge,changingthestructureofnursingeducationThesechangeshaveultimately ledtotheconcernofmanynursesfeelingunderpreparedfortherealworldofnursing.Whiletherearemultiple factorsthatmaycontributetonursesfeelingunderpreparedintherealworldofnursing,themainandmost commonfactorisinsufficientandinadequateclinicalpreparation...
GraduatingPreparedNursesUsingEvidenceBasedPractice(EBP)
strivetoreadystudentnursesfortheNationalCouncilLicensureExamination(NCLEX)thattestsnotonlypure knowledge,butthereasoningandapplicationofthatknowledge.Theseprogramsprovidestudentnurseswiththe necessaryknowledgebaseandabilitytoapplyknowledgeinpractice;especiallysincetheintroductionof Evidence-BasedPractice(EBP)hasbeenintegratedintodidacticsEBP,alongwithhoursofclinicalplacement, benefitstudentnursesbyarmingthemwiththeclinicaljudgmentskills...
GrowthasaNursingStudent:AnAnnotatedBibliographyInthisannotatedbibliography,Iwillbecritiquingthree peerreviewedjournalarticles.Inadditiontothecritiqueofthesearticles,Iwillbeevaluatingthembasedonthe knowledgeIhaveobtainedandhowtheinformationpresentedinthesearticlescanaidinmypersonalgrowthasa registerednursingstudent.Chan,Z.Y.(2013).Aqualitativestudyonnon-verbalsensitivityinnursingstudents. JournalofClinicalNursing,22,1941-1950
InBaccalaureatePre-LicensureNursingStudentsInNursing LiteratureReview
nursingstudents,doesparticipationintraditionalclinicalexperienceswithaddedlaboratoryclinicalskillspractice sessionscomparedwithparticipationinonlytraditionalclinicalexperiencesimpactclinicalcompetenceas measuredbypost-experiencetestingandself-reportedclinicalcompetence?ReviewoftheLiteratureInthe21st century,recommendationsforthenursingprofessionareinclusiveofrequirementsforenhancementoftheskills andproficienciesoffutureregisterednurses,with
TheNursingProcessPaper
PersonalGrowthAnnotatedBibliography
DevelopmentofClinicalJudgmentandReasoningUtilizingthecircularnursingprocessofassessment,diagnosis, planning,implementation,andevaluation,thenurseandclientworktogethertocreatedynamic,interactive interventionstosupporttheclient'swellbeing.Thenursingprocessactsasbothfoundationandscaffoldingupon whichnursesmaybuildtheirknowledgeandskillsAsafoundation,thenursingprocesscreatesanorganized, solidknowledgebaseonwhichthenursemaydevelopaplan...
WhyNursesShouldNursesTransitioningIntoRegisteredNursesEssay
literaturereviewinordertoobtainacomprehensiveandaccurateanswertothequestion"Donurseswhohave transitionedfromenrollednursetoregisterednurseperformmoreconfidentlyintheirfirstyearoutofuniversity, comparedtostudentsgraduatingwithnopriorclinical/professionalexperience?"Toresearchthistopic,abroad searchusingtheterm"EnrollednursestransitioningintoRegisterednurses"wasperformedontheScopus electronicdatabase.Thearticlesreturnedwiththissearchstrategy...
AnnotatedBibliographyOnMyLearningAndGrowthAsANursing StudentEssay
LearningandGrowthasaNursingStudentThefollowingpaperisanannotatedbibliographycontainingthree articlesfoundinpeerreviewedjournalsrelatedtothepracticeofnursing.Afterfirstevaluatingkeypointsofeach article,IwillreflectuponthemtoassistmeinenhancingmypracticeasabeginnernurseGrealish,L,&Ranse, K.(2009).Anexploratorystudyoffirstyearnursingstudents'learningintheclinicalworkplace.Contemporary Nurse,33(1),80-92
NursingShortageOfClinicalNurses
growingneedforpracticingnurses,clinicallyandacademicallyThisisthemainfocusofthispaper,alongwith thearticlesthatsupportit.Itisstatedthatthereisnotonlyaglobalshortageofclinicalnurses,butthereisalsoa nursingfacultyshortageThisimpactsthequalityofeducationfuturenurseswillreceive,whichwillthenaffect howtheyprovidequalitypatientcare.Manypracticingnursesareapproachingretirementand/orhavegoneinto otherfieldsNurses,essentially,becomeacademically
TheImportanceOfTheNursingTheoryGap
AffordableHealthcareAct,Nursepractitionersarestrivingmeettheeducationalrequirementsanddemandsofthe generalpopulationwithanincreasedamountofcomplexhealthconditionorillnesses.Asanewgraduatenurse practitioner,therebecomesastrugglewithutilizingtheknowledgegainedfromschool,evidencebasedpractice andfillinginthenursingtheorygap.Thispaperwilldiscusshownursepractitionersstruggletobridgethegapof theirclinicalexperiencewithevidencebasedpractice
ObtainingExpertiseInNursingPractice
progressiveprocess.Shedescribes5stagesthatnurses'advancethroughastheycontinuetogainknowledgeand experience,includingthenovice,advancedbeginner,competent,proficient,andexpertstagesSheexpandsthis researchinalaterworkcalledExpertiseinNursingPractice:caring,clinicaljudgment,andethics(2009a). Alligood,Tomey,andBrykczynski(2010),identifytheresearchasanattempttoexamineskillacquisitionof nursesandtheessenceofcriticalthinking,analyzing,
assistthenursetobuildonthelevelsthathelpthemtoreachtheirpotentialofexcellencealso,somecriticsindicate weaknessesofthismodeltheyappeartoconsiderimportant.Forthepurposeofthisessay,theprimaryfocuswill betheroleofthementor/tutorinrelationtothestudent
TransitionFromAStudentNurseEssay
TransitionfromStudenttoNurseAnumberofemotionswerefeltduringthisexperience,inregardsto transitioningfromastudentnursetotheregisterednurserolePrimarily,thetransitioninrolefromstudentnurseto registerednursewassimilartoanyclinicalexperienceIhavehadatMidlandsTechnicalCollege.Iwasplacedina medical-surgicalrotation.Ifeltslightedthatnotonlywerewerequiredtocompleteadatatoolbutwealso participatedintheteamworkmodeldemonstratedin
NursingReflectionPaper
oftheemergencyunitofthehospitaltodiscusshowthenewregisterednursesarecomingalongintheirclinical practicesandgettingfeedbackfromthestaffnursesonthefurtherÂorienteesÂperformancesandworkethicsThe meetingwasabout10-15minute'slongandtheeducatordiscusseswiththenewstaffnurseswhentheywill officiallybeofforientationandstarttoworkindependentlyTheeducatorpraisesthenewnursesfordoingagood jobandinspirethemtokeepuptheexcellentworkwhich...
PatriciaBenner
DevelopmentofStudentNurse-DrivenToolstoAssessLearningNeeds andClinicalLearningEnvironmentsinOrdertoEstablishGuiding
PrinciplesforMaintainingHighQualityClinicalEducation
DEVELOPMENTOFSTUDENTNURSE-DRIVENTOOLSTOASSESSLEARNINGNEEDSAND CLINICALLEARNINGENVIRONMENTSINORDERTOESTABLISHGUIDINGPRINCIPLESFOR MAINTAININGHIGHQUALITYCLINICALEDUCATIONABSTRACTThispaperaddressestwomajor factorsofclinicaleducation,namely:students'determinationoftheirownlearningneedsandtheirperceptionsof theclinicallearningenvironment,withtheendinviewofdevelopingassessmenttoolstohelpestablishand maintainhighquality
InvolvementInClinicalDutyOrRelatedLearningExperience
InvolvementinclinicaldutyorRelatedLearningExperience(RLE)iscriticalinthesuccessofclinicalteachingof aclinicalfacilitatortonurselearnersIneveryclinicaldutyofanurselearner,thereisalwaysaclinicalfacilitator ForclinicalRLEtooccur,accordingtoCommissiononHigherEducationCHEDMEMORANDUMORDER (CMO)No5,Seriesof2008,ArticleVII,Section15statesthatRelatedLearningExperiences(RLE)inthe clinicalareaslikeclassroominstructionisacontinuous...
RoleTransition
journeyMoreover,adevelopmentplanisreminiscentofones'pastexperiencesandaglanceatthefutureHaving aprofessionalroledevelopmentplaninplaceiscriticalforgraduatestudytokeeptrackofone'sprogression.The transitionfromabedsidenursetoanurseeducatorisonethatisinfluencedbysomeinternalandexternalfactors. Theprimarypurposeofthisassignmentistoreflectonmyjourneyfromabedsidenursetoanurseeducatorand theskillsthatarerequiredtotransitioninto...
