Training Observation Paper

Aim: How to provide best clinical training is a major issue in nursing education in the face of reduced hours for practical learning and the difficulty of skills acquisition, and educators are still looking for an effective training education methodology. In order to develop an effective training education, this paper reviews the training instruction situation of a colleague, as well as considers what methods could be used for future training instruction.

Methods: As the responsible instructor overseeing the three-year Basic Nursing Practice Training, I trained five students and observed instructors by taking field notes.

Results: The use of formative evaluations by instructors allowed trainees to mostly achieve their goals, but the training

Therefore, instruction for nursing process logs is mainly done by instructors, while charge nurses are directly responsible for instruction in nursing techniques carried out on patients, and the matter is discussed by both sides before training begins. For this case, instructors went on-site each morning and at necessary times throughout the day, making adjustments to training instruction in consultation with the charge nurse and giving training instruction. Instructors planned interim consultations with the charge nurse, confirming the direction of the nursing plan. In addition, instructors kept track of what the trainee needed to know in terms of the nursing care process by judging the trainee’s response to questions and the content of nursing logs. When one trainee was worrying about how to tailor a massage method for a patient, the trainee and the instructor took turns giving massages to the patient, prompting the trainee to think about what technique would be most

Students must deepen their learning in a way that moves from nursing techniques to nursing skills. Instructors must see that students learn nursing skills during their training and instructors must also be involved in that process. The author’s training instruction could be seen as a knowledge-centric education with a gap between theory and practice10) with the possibility of students coming away not with nursing skills but only with superficial nursing techniques. The role of moving from nursing techniques to nursing skills is also a role of the teacher, and there is a need to make use of that role as part of future training