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Definition according to Nursesource.org master level prepared nurse (at min) work in hospital and/or university setting serves as role model provides leadership practices in class room or clinical setting professional change agent future oriented life-long learner creative, flexible, critical thinker
develop courses/programs of study teach & guide evaluate learning document educational outcomes advise coach/mentor prepare future professionals improve clinical practice professional writing & speaking walk & talk really fast live on little sleep void q day
How do we do
Who does
The teacher will solve all the problems & have all the answers Students learn best when they are afraid or stressed out
The student needs to tell the faculty every aspect of their personal life/problems
The student expects the faculty to know it all & do it all I am paying you for teaching me so YOU need to do everything to help me pass
Students should be able to work full time & go to school without affecting their performance Teachers should take working & family into account when grading them
- Debrief situations, procedures, & assessments before & after doing them - Prioritize information - Sift through data on charts & lab info
-beginners in their educationAND -return to this baseline level with each each NEW skill
( Emerson, 2007 )
( Benner, 2001)
- faculty must be open & approachable to student learners without fear or penalty - faculty can not appear to busy, rushed or bothered by student questions - students can ask questions & challenge areas of practice w/o feeling stupid
uncaring teachers uninterested in student learning uninterested in the student themselves making the student feel stupid correcting students in-front of peers
ask too many factual questions provide answers too soon not allowing sufficient time to process ??s inadequate listening to student responses unable to clarify/redirect or ask another way
- making the student feel stupid or weak - correcting students in front of peers - trivializing the students need or position
3) Hovering
being present & taking over teacher does it all instead of student always looking over students shoulder making the student feel nervous or unsure
4) Student Favoritism:
teachers pet spend majority of time with fun student give easy assignments to same student give challenging & exciting experiences to same student
Qualities that enhances students personal and professional growth: (McGregor, 2007)
Trust with students Respect for the students Mutuality for the teacher-student relationship (we are in this together)
Randy said
I dont understand why I just keep making all these stupid mistakes. I mean, Im not stupid. I make check lists, I come prepared. I even do well on tests. When I get to clinicalforget it. I get all nervous & I cant get my act together. If I make 1 more error, Im so afraid Im going to really hurt somebody. My Instructor hates me now. Shell never let me graduate. Now Im so scared, I cant even think.
1) What does Randy need? 2) What strategies can we use to help him?
proper student & faculty site orientation read over Hospital P & P discuss course syllabus & impt dates review specific assignments hands-on review of hospital paperwork
debrief at post conf with time for Q & A keep anecdotal notes at least 3 yrs give informal daily feedback doc formal feedback via written assignments 1:1 midterm & final evaluations
meet with nurse manager and ENS meet with staff know WHO really is in charge arrive on time communicate to staff course expectations share space patient needs come first bring donutsfood works
guide & facilitate the overall student learning experience coach the budding professional in proper: - standards of conduct - standards of practice grow student thinkers develop safe patient-care providers
Gatekeepers of Nursing Determine competent vs. non-competence Responsible for future of the Profession