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The paper provides the basic educational path for instructing nurses in the practical and theoretical demands which are inherent to the wound care field. The paper identifies and explains the necessary elements of a lesson plan and concludes with a lesson plan in six stages.
From the Paper:"First and foremost, we observe that there are some distinct educational needs that are specific to the wound care discipline as well as some more general instructional imperatives relating to the wider nursing profession. This points to needs relating to the practical specifics of debridement, wound dressing, the changing of dressing and the various other areas of patient care that often accompany wound care such as addressing the needs of the elderly, infirm, immobile or dermatologically compromised that tend to develop persistent wounds.
"Additionally, the course of education would address the essential aspects of the nursing profession that proceed from concepts of professional integrity, ethical behavior and medical sensibility. The information provided here, in combination with field-based pragmatism and a firm grounding in nursing theory, should provide clinical reference for juggling the challenges inherent to the wound care setting. With regard to theoretical grounding, in many ways, the nature of the ailment afflicting an individual will have a significant impact on the informational and theoretical conceptualization which the nurse will employ to make treatment decisions. This means that an effective nurse will be capable of making such decisions on his or her feet, applying a proper interpretation of a patient's condition and needs, as well as the facility's treatment capacities, in order to determine the bedside demeanor best suited to a case. It is therefore vital that the well-trained nursing professional be armed with a thorough understanding of the principles underlying the multitude of treatment theories in circulation."
Sample of Sources Used:
- Beushausen, T. & Mucke, K. (1997). Anesthesia and Pain Management in Pediatric Burn Patients. Pediatric Surgery International, 12(5), p. 327-333.
- Billings, D.M. & Halstead, J.A. (2004). Teaching in Nursing-A Guide for Faculty. Saunders.
- Lowenstein, A.J. & Bradshaw, M.J. (2001). Fuszard's Innovative Teaching Strategies in Nursing. Jones & Bartlett Publishers.
- Media Relations. (2004). Nursing Shortage Fact Sheet. American Association of Colleges of Nursing. Online at http://www.aacn.nche.edu/Media/Backgrounders/shortagefacts.htm
- Raingruber, Bonnie. (2003). Nurture: The Fundamental Significance of Relationship as a Paradigm for Mental Health Nursing. Psychiatric Care, 39.
Cite this Term Paper:
Nursing Education for Wound Care Specialists (2012, January 17) Retrieved October 23, 2020, from https://www.academon.com/term-paper/nursing-education-for-wound-care-specialists-149985/
"Nursing Education for Wound Care Specialists" 17 January 2012. Web. 23 October. 2020. <https://www.academon.com/term-paper/nursing-education-for-wound-care-specialists-149985/>