The Observation Of A Nurse As A Student Nurse

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So many responsibilities are associated with that single creature running around the ward and, she is a nurse. A nurse who was previously supposed to do bed side nursing has now walked in the controlling her nearly exploding bladder. She is an advocator, a counselor, an educator and a lot more. Yes rich arena of educating patients and guiding them to the best of their knowledge to make informed decisions.
With the similar notion in mind, during my reproductive health clinical I as a student nurse gave a formal teaching on diabetes mellitus. This topic was selected via an observation of the increasing needs of the clients in this area. My target audience was head of family and his wife. For that, I developed a comprehensive teaching plan and worked out several strategies to enhance my teaching. Due to the height of excitement and enough confidence gained from past several teachings on this topic, I ignored doing rehearsal this time.Consequently, when performing before clients, unconsciously I used several English words like “islet of langerhan cell, nephropaty, retinopathy and many others and also my pace was too rapid that hindered patients understanding related to this topic. I went through the entire content leaving no time for learners to digest at their own speed. This was because I unintentionally overlooked that my clients were beginners totally unfamiliar to the teaching I was delivering. My efforts did not turn out to be fruitful which was evident by blank stares, confused expressions and reduced participation of the clients. On the contrary, when my colleague intertwined in local language (Urdu), clients started sharing their experiences and prevailing myths and use of heompathatic things and hence became the active part...

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...the “need to know information” from the “nice to know information”. Furthermore, I could have notified the staff about my teaching earlier so that they could have managed their activities accordingly and prevented the haphazardness faced at that time. Besides, I could also have organized my teaching into small chunks, giving patients ample time to comprehend each item and evaluate before proceeding to the next. According to Rankin (2005), such a strategy l could provide patients a sagacity of order and chance to interrogate right at a time rather than stretching it to the end. Moreover, I could have worked on my pace and style of delivery. For instance, pitch shift, changing positions, large visual aids, showing receptivity for questions and extending polite behaviors are some of the choices that open the avenues for good teaching and learning philosophy in nursing.

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