NURS535 week 2

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NURS535 Principles of Teaching and Learning

PART 1 Discussions

For each discussions please use 250-300 words and include 1 reference. Each discussion needs 2 peer responses of 150 words and 1 reference.


Week 2 Discussion 1

As you view the video about clinical teaching and learning, there are a number of things to consider. Students need and want opportunities to learn and participate as part of the healthcare team. If ignored or not included in inpatient care, they become frustrated and feel cheated by the clinical experience. The nursing faculty should guide the clinical learning process, assist students with administering medications and treatments when needed and ensure that students are learning. Students view the RN preceptor as the clinical expert and role model, as well as the person nursing students look up to.

Identify the problems and challenges presented in the video and discuss how you would respond to and handle the problems and challenges from 1) the faculty role 2) the RN preceptor role, and 3) the student role.

Here attached is the script of the video

00:03

I’m sorry I’m late.

00:05

Traffic was just terrible this morning.

00:08

OK, this is the name of the RN presetter you will be paired with for the day and a list of patients.

00:16

Well, I’m not sure who this nurse is.

00:17

Well, if you wait here, you can ask the first nurse that shows up where you can find your preceptor and then make sure you go with your preceptor to get reports on your signed patients from the nurse on the previous shift.

00:29

I need to go to the other students and give them their preceptors and their patient assignments so they can get started for the day.

00:35

OK.

00:38

Excuse me.

00:39

Hi.

00:40

It’s hi.

00:40

It’s hi.

00:40

Excuse me.

00:40

Excuse me.

00:41

Hi.

00:41

Hi.

00:42

I’m assigned to Nurse Johnson.

00:42

I’m assigned to Nurse Johnson.

00:43

Can you tell me where I can find it? Actually, I am Nurse Johnson, but I am really, really busy today.

00:43

Can you tell me where I can find it? Actually, I am Nurse Johnson, but I am really, really busy today.

00:48

They had to call me in because they were short staffed.

00:48

They had to call me in because they were short staffed.

00:50

So I won’t be able to spend much time with you.

00:50

So I won’t be able to spend much time with you.

00:52

OK, well, this is the list of patients I’m supposed to go with you for the reports on the patient.

00:52

OK, well, this is the list of patients I’m supposed to go with you for the reports on the patient.

00:56

Forget that.

00:56

Forget that.

00:56

I’ve already got those reports.

00:56

I’ve already got those reports.

00:59

Well, can you tell me about the patients? I told you I will not have much time to spend with you today.

00:59

Well, can you tell me about the patients? I told you I will not have much time to spend with you today.

01:04

Why don’t you pull their charts and read about your patients? OK.

01:04

Why don’t you pull their charts and read about your patients? OK.

01:09

Wait, didn’t you find your preceptor? She told me to pull the charts.

01:09

Wait, didn’t you find your preceptor? She told me to pull the charts.

01:13

No, that won’t do.

01:13

No, that won’t do.

01:15

Why don’t you have your precept to help you insert a Foley on Missus Hartman and I’ll check in on you a little later.

01:15

Why don’t you have your precept to help you insert a Foley on Missus Hartman and I’ll check in on you a little later.

01:24

Excuse.

01:24

Excuse.

01:24

Hi, can you help me with the following on Missus Hartman? Are you kidding? I already did that.

01:24

Hi, can you help me with the following on Missus Hartman? Are you kidding? I already did that.

01:29

Hey, this is a busy floor and we have to stay on top of things or patients suffer.

01:29

Hey, this is a busy floor and we have to stay on top of things or patients suffer.

01:38

There are so many issues with this situation.

01:38

There are so many issues with this situation.

01:41

If the students are ignored or not included in patient care, they become frustrated and feel cheated by the clinical experience.

01:41

If the students are ignored or not included in patient care, they become frustrated and feel cheated by the clinical experience.

01:49

And they are.

01:49

And they are.

01:51

It’s the job of the nursing faculty to guide the clinical learning process.

01:51

It’s the job of the nursing faculty to guide the clinical learning process.

01:56

Assist students with administering medications and treatments when needed and ensure that students are learning.

01:56

Assist students with administering medications and treatments when needed and ensure that students are learning.

02:03

Nursing faculty need to be sensitive to the workload of each preceptor and work with them toward helping students learn, grow, and gain confidence in the clinical setting.

02:03

Nursing faculty need to be sensitive to the workload of each preceptor and work with them toward helping students learn, grow, and gain confidence in the clinical setting.

02:14

Preceptors must take their role seriously, even in stressful situations, and strive to share their knowledge with students and demonstrate excellence in patient care.

02:14

Preceptors must take their role seriously, even in stressful situations, and strive to share their knowledge with students and demonstrate excellence in patient care.

02:25

Keep in mind.

02:25

Keep in mind.

02:26

Most nursing students are excited and eager, yet anxious and nervous to be caring for patients in the clinical setting.

02:26

Most nursing students are excited and eager, yet anxious and nervous to be caring for patients in the clinical setting.

02:33

It’s important for each minute to count because the time students spend in the clinical environment is limited and precious.

02:33

It’s important for each minute to count because the time students spend in the clinical Explanation & Answer

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