Posted at 10.09.2018
The reason for this paper is to spell it out my school of thought of nursing education in terms of the role of educator and learner, evidence-based practice in nursing education and useful coaching strategies. Three key issues in nursing education are reviewed: bringing up the educational level of nurses, increasing interdisciplinary learning opportunities, and organizing nurses to lead initiatives to boost treatment and enhance patient outcomes. These difficulties are related to my goal as an educator.
The role of the educator is to help pupil development of critical thinking by aiding the pupil build on existing knowledge and integrate curriculum content with clinical activities. Peters (2000) referred to a teaching as an activity of medication where the educator "works as the software between curriculum and student. " Core competencies for medical education have been developed by the National League for Medical (2005). The competencies include facilitating a learning environment by providing structure to content and learning activities, goals and objectives, assessment, evaluation and responses to students. In addition, the main competencies format the role of educator in curriculum development and program evaluation. Educators should function as role models and change real estate agents, working to regularly improve the learning experience. Educators should function within the educational environment and serve as leaders in scholarship or grant through the development and refinement of evidence-based coaching procedures. Finke (2009) outlines the scholarship dimensions of medical education: finding, integration, application and coaching. The effective educator is a facilitator, instructor, mentor, and role model in continuous practice improvement.
Students build existing knowledge by interpreting new information through personal constructs and prior experiences. Students hire a variety of learning styles and also have diverse educational needs and come to the training experience with a number of perspectives, targets, and motivations. Students who take an active role in learning acquire important skills of scholarly inquiry and breakthrough. Svinicki (2011) referred to proper learners as "diligent and resourceful" who are available to continuous understanding how to improve their practice. Benner (2010) recognizes the ability to prioritize and a acquiring a sense of salience as central goals of nursing education. Through feedback, reflection, and conversation, the student creates so this means and gains awareness of personal constructs influencing his / her perceptions. Students develop skills for lifelong learning, a key to efficiently adapting to ever-changing technology, information, and professional medical situations.
The most readily useful strategies in nursing education are those that help the learner integrate medical knowledge with patient experience. Emergency situations happen hardly ever in medical practice and simulator training helps students gain self-confidence as they test their performance under a number of conditions without risking harm to a patient. Benner (2010) identifies several strategies educators use to improve learning such as contextualizing patients' experiences, and guiding students in learning how to respond to changing situations. Constructive planned responses helps students improve their practice. Learning is also improved when the educator creates opportunities for students to incorporate medical experience with classroom content. Through professional medical coaching and class interactions, the educator and scholar take part in an empowering cultural process targeted at development of the college student nurse. Narrative pedagogies are a useful strategy to help students figure out how to think critically through research and interpretation. Reflective journaling allows students to find so this means in scientific experience and explore emotions when clinical interactions are intricate or challenging. Interdisciplinary collaboration on service projects builds a groundwork of mutual admiration and understanding of roles and boundaries and students learn from patients, families, communities and one another.
Chisari (2006) Evidence-based components of nursing education. Ought to be followed by all programs. Objective to educate a nursing workforce maximizeing their capacity to provide safe, effective, patient-centered health care.
Oermann, 2007 Using research in your coaching.
Strategies that work, much content knowledge, simulators - training best practices,
Three most important issues in nursing education and why
Increasing education level. Increasing the amount of doctorally ready nurses to instruct, influence policy, prepare enough nurses, redesign health care, Requires more BSN ready nurses. Starts with basic training. Barriers, Shortage of nursing faculty. Raising club for those nurses Benner "opportunity in a period of crisis" site 5 and 6 Requires addressing faculty shortages
Managing information complex adaptive medical system. Sheer volume of information, process, process, remaining abreast. Techonolgy? Benner 12 -13
Teaching nurses to reach your goals in intricacy of the healthcare system, patient safety advocates, quality improvement constant learning and personal practice improvement, work place, recovering environment, systems, insurance plan. Kno a lot, p 27 Skills of inquiry and research Benner pg 221 Can not be knowledge for knowledge sake, must Integrate this content knowledge with the specialized medical empathy. Contextual Systems considering intricate adaptive system professional medical today, Interdisciplinary cooperation. many views pt experience p 220 benner narrative p 225
Systems thinking and ongoing quality irmpovement. Knowledge of systems, mindset and human being factors in mistake prevention, prepared to participate
I desire to impart the spirit of constant improvement so that learners seek new knowledge and learning opportunities throughout their careers. I am hoping to contribute to the planning of nurses who is able to practice effectively in complex, technological healthcare environments with the skills necessary to work with others in the productive management of health information and resources. I hope to reveal the learning opportunities which exist in every day experience as nurses interact with other disciplines and patients and young families who will be the experts in their care. Most of all, I want to teach medical by example through esteem, thoughtful representation, and continuous refinement of my teaching practice.