Learning Strategies and Methods: A Reflection As I look back upon this course, and the RN-BSN completion program as a whole, I am reminded that this is a process. There will be challenges and victories. I feel that each is meant to teach me something during this journey toward furthering my nursing education. I have always thought that as nurse, it was important to keep current with evidence based research, but returning to the formal school setting was a big step. As stated by Hood (2010) “A professional nurse should expect to commit to a life of continuous learning, growth, and development” (p.30).
One day when one of my preceptee look back at their professional career I hope they can see how important it was for them to have a mentor especially in nursing school and as a new graduate nurse. Works Cited Ihlenfeld, J. T. (2005). Hiring and Mentoring Graduate Nurses in the Intensive Care Unit. Dimensions Of Critical Care Nursing, 24(4), 175-178. Pellatt, G. (2006).
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Gerontologizing health care: A train-the-trainer program for nurses. Gerontology and Geriatrics Education, 19(4), 47-56. Mauk, K. L. (2006). Gerontological nursing: Competencies for care. Sudbury, MA: Jones and Bartlett Publishers, Inc. National Association of Clinical Nurse Specialists (NACNS).
We want you: Nurse Educators. Nurse Education in Practice, 15(5), 339-340. doi:http://dx.doi.org.cuw.ezproxy.switchinc.org/10.1016/j.nepr.2015.05.003 Levey, J. A. (2016). Measuring nurse educators’ willingness to adopt inclusive teaching strategies.
The third topic of discussion was the keys to being successful within the first few years as a nurse educator. The number one key to success is to know the culture of the education environment; this included having a mentor. A nurse educator also need to understand who their students are, know legal and institutional procedures and policies,... ... middle of paper ... ...ducation. Journal of Nursing Education, 47 (8), 359-370. Institute of Medicine.
Bachelor of Science in Nursing (BSN) programs strive to ready student nurses for the National Council Licensure Examination (NCLEX) that tests not only pure knowledge, but the reasoning and application of that knowledge. These programs provide student nurses with the necessary knowledge base and ability to apply knowledge in practice; especially since the introduction of Evidence-Based Practice (EBP) has been integrated into didactics. EBP, along with hours of clinical placement, benefit student nurses by arming them with the clinical judgment skills called for in the workplace. However, if student nurses accrue more focused clinical hours in their areas of specialty, they will be better prepared for the situations they will face in their careers for which simulation labs or nonspecific clinical settings fail to adequately prepare them. With more hours spent in specialty areas, student nurses will be able to establish higher degrees of mental preparedness and hands on experience as well as understanding of the difficulties and demands of working as a nurse in a specific field as opposed to shifting between various focuses of nursing.
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Used as a teaching tool, simulation promotes clinical skills, interperson... ... middle of paper ... ...eved from http://www.nln.org/profde/corecompetencies.pdf . North Central Michigan College. (2013-14). Nursing program handbook. Retrieved from http://www.ncmich.edu/ Penn, B., Wilson, L., & Rosseter, R. (2008).
Ernestine weidenbach the art of helping. Retrieved from http://prezi.com/ts6gpefzbd-x/ernestine-weidenbach/ Vandemark, L. (2006). Awareness of self and expanding consciousness: using nursing theories to prepare nurse-therapists. Issues in Mental Health Nursing, 27(6), 605-615.