The paper describes and critiques the teaching methods used by a registered nurse to facilitate the learning process amongst student nurses.
Written in 2007; 5,530 words; 32 sources; APA; $ 134.95
Paper Summary:
In order to deliver safe and effective practice a Registered Nurse is required to maintain his or her professional competence by ensuring knowledge and skills remain current. Furthermore there exists a need for the nurse to facilitate the effective development of the knowledge and skills base any student who they may be teaching. This paper attempts to demonstrate how a potential student (female) was identified and how her needs were explored and assessed. The paper also discusses how, after the students learning style was identified, a plan of action was drawn up and a lesson was given and evaluated.
The paper is dived into a number of related sections. These are the main paper (Teaching and Learning in Clinical Practice), a detailed lesson plan for performing, recording and interpreting a urinalysis (appendix a), a series of colored photographs showing different urinary samples (appendixes b - e), a learner assessment sheet (appendix f) and urinalysis tables (appendixes g and h).
From the Paper:
"Contact with regularly attending potential learner's within my placement area was sporadic, but following eventual identification of a second year nursing student (with whom I would again come into contact within the clinical area), I made my first approach with the intention of creating a good first impression. A positive start to a first meeting may not actually be essential for the successful development of a potential teacher/learner relationship and indeed the idea that it is even "useful", rather than "essential", may contradict some authors views (Carr, 2005). Those views have suggested that the teacher/learner relationship should be one which is formal and impersonal. In a selfish attempt to make the forthcoming teaching session easier for me and to create a positive and lasting influence on my learner's impending experience, (which would hopefully improve future patient care), I aimed to develop a relationship which was relaxed from the outset and based on trust and support (Brookfield, 1986)."
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