conclusion
Here are the common concepts brought up throughout the week's discussion.
warm up- six word stories
This was a really fun activity … with some really awesome stories … below are a list of the stories:
Bed bath...young man...very embarassing!
Teaching effectiveness...Student assessment...Clinical success.
Novice, Advanced, Competent, Proficient, Expert...Nurse.
Second year....learning pathophysiology....anxious students
First observation...supervised attempt...then independent
Mistakes happen...reflective thinking...learning opportunity
First dependent...then independent...finally interdependent.
My moment of relief arrived Monday!
Assessment Planning Teaching Learning Implementation Evaluation.
First time presenting, nervous, spilled coffee!
Bed bath...young man...very embarassing!
Teaching effectiveness...Student assessment...Clinical success.
Novice, Advanced, Competent, Proficient, Expert...Nurse.
Second year....learning pathophysiology....anxious students
First observation...supervised attempt...then independent
Mistakes happen...reflective thinking...learning opportunity
First dependent...then independent...finally interdependent.
My moment of relief arrived Monday!
Assessment Planning Teaching Learning Implementation Evaluation.
First time presenting, nervous, spilled coffee!
Activity 1- What is practice readiness?
What is Practice Readiness?
There doesn’t seem to be a specific definition in the literature of what practice readiness is. This exercise was meant to determine what practice readiness means to our classmates and how it is assessed in their organizations.
There is agreement among classmates that the definition of practice readiness is not clear cut and specific. It differs in some ways depending on the person defining it. Most agree that practice readiness involves being trained well through new graduate orientation programs and preceptorship programs on specific units of practice, but there seems to be some disagreement as to whether or not the ability to effectively communicate with different health care disciplines is necessary to be considered practice ready. However, the acronym SBAR was suggested as a tool to assist nurses with their communication with physicians.
Reading about the different experiences of different classmates as they went through the transition between student and independent nurse shows us the difference a supportive work environment can make. Lack of availability of preceptors on units seems to be a common issue among some organizations; this is an unfortunate situation since new nurses can learn so much from an experienced nurse who’s engaged in his/her work environment.
Below are some resources identified by our classmates regarding practice readiness:
Canadian Armed Forces. (2011). Clinical Phase Training. Ottawa, ON: Queens Press.
Canadian Armed Forces. (2012). Maintenance of Clinical Readiness Program (MCRP). Ottawa, ON: Queens Press.
Newton, J., White, K., Ockerby, C., & Billett, S. (2011). Outcomes of a clinical partnershipmodel for undergraduate nursing students. Contemporary Nurse, 39(1), 119-127.
Romyn, D.M., Linton, N., Giblin, C., Hendrickson, B., Limacher, L.H., Murray,C,….Zimmel, C.M. (2009). Successful transition of the new graduate nurse. International Journal of Nursing Education Scholarships, 6(1), 1-17. doi:10.2202/1548-923X.1802
There doesn’t seem to be a specific definition in the literature of what practice readiness is. This exercise was meant to determine what practice readiness means to our classmates and how it is assessed in their organizations.
There is agreement among classmates that the definition of practice readiness is not clear cut and specific. It differs in some ways depending on the person defining it. Most agree that practice readiness involves being trained well through new graduate orientation programs and preceptorship programs on specific units of practice, but there seems to be some disagreement as to whether or not the ability to effectively communicate with different health care disciplines is necessary to be considered practice ready. However, the acronym SBAR was suggested as a tool to assist nurses with their communication with physicians.
Reading about the different experiences of different classmates as they went through the transition between student and independent nurse shows us the difference a supportive work environment can make. Lack of availability of preceptors on units seems to be a common issue among some organizations; this is an unfortunate situation since new nurses can learn so much from an experienced nurse who’s engaged in his/her work environment.
Below are some resources identified by our classmates regarding practice readiness:
Canadian Armed Forces. (2011). Clinical Phase Training. Ottawa, ON: Queens Press.
Canadian Armed Forces. (2012). Maintenance of Clinical Readiness Program (MCRP). Ottawa, ON: Queens Press.
Newton, J., White, K., Ockerby, C., & Billett, S. (2011). Outcomes of a clinical partnershipmodel for undergraduate nursing students. Contemporary Nurse, 39(1), 119-127.
Romyn, D.M., Linton, N., Giblin, C., Hendrickson, B., Limacher, L.H., Murray,C,….Zimmel, C.M. (2009). Successful transition of the new graduate nurse. International Journal of Nursing Education Scholarships, 6(1), 1-17. doi:10.2202/1548-923X.1802
activity 2- photovoice
A picture depicting nurses in the past was chosen for the photovoice activity to generate discussion about factors influencing practice readiness and evaluating progress. Also, the activity was meant to inspire dialogue about the importance of how nursing student evaluation is portrayed.
Perspectives and observations regarding what was occurring between the students and evaluator were shared. Many agreed there were similarities, while others recognized differences, between nursing evaluation in the past and currently. Considering the changes in student evaluation and expectations regarding practice readiness over the years is interesting. Particularly, since the current increased demands on health care are seen as a barrier for nurses being practice ready (Wolff, Pesut, & Regan, 2010).
The meaning of the students’ and teacher’s non-verbal communication and uniforms was highlighted. Also, the evaluation occurring in the picture was seen as both formal and informal. The nature of the interaction between the people in the picture seemed to be emphasized. Perhaps, this discussion demonstrated that evaluation in nursing education uses a variety of strategies and is often subjective (Wolff, Pesut, & Regan, 2010).
Great resources about photovoice as a teaching strategy were shared including:
Edwards, M., Perry, B., Janzen, K., & Menzies, C. (2012). Using the artistic pedagogical technology of photovoice to promote interaction in the online post-secondary classroom: The students' perspective. The Electronic Journal of e-Learning, 10(1), 32-43.
Wang, C., Wu, Y., Zhan, T., & Carovano, K. (1998). Photovoice as a participatory health promotion strategy. Health Promotion International, 18(3).
A book chapter found at: http://www.aupress.ca/books/120177/ebook/07_Veletsianos_2010-Emerging_Technologies_in_Distance_Education.pdf
Perspectives and observations regarding what was occurring between the students and evaluator were shared. Many agreed there were similarities, while others recognized differences, between nursing evaluation in the past and currently. Considering the changes in student evaluation and expectations regarding practice readiness over the years is interesting. Particularly, since the current increased demands on health care are seen as a barrier for nurses being practice ready (Wolff, Pesut, & Regan, 2010).
The meaning of the students’ and teacher’s non-verbal communication and uniforms was highlighted. Also, the evaluation occurring in the picture was seen as both formal and informal. The nature of the interaction between the people in the picture seemed to be emphasized. Perhaps, this discussion demonstrated that evaluation in nursing education uses a variety of strategies and is often subjective (Wolff, Pesut, & Regan, 2010).
Great resources about photovoice as a teaching strategy were shared including:
Edwards, M., Perry, B., Janzen, K., & Menzies, C. (2012). Using the artistic pedagogical technology of photovoice to promote interaction in the online post-secondary classroom: The students' perspective. The Electronic Journal of e-Learning, 10(1), 32-43.
Wang, C., Wu, Y., Zhan, T., & Carovano, K. (1998). Photovoice as a participatory health promotion strategy. Health Promotion International, 18(3).
A book chapter found at: http://www.aupress.ca/books/120177/ebook/07_Veletsianos_2010-Emerging_Technologies_in_Distance_Education.pdf
activity 3- podcast
Practice readiness and evaluation of practicum progress is an issue in nursing education as educational facilities and educators are held responsible for the students success in entry to practice, yet may face students that fail to progress in their clinical setting. Additionally, the expectations of new nurses by more seasoned nurses may exceed the entry to practice standards. The difference in expectations results in nurses that may be targets for bullying.
It seems that after listening to the Pod Cast CBC's WHITE COAT, BLACK ART by Dr. Goldman there were many participants who have experience with the act of bullying in the nursing profession. This is an issue in entry to practice that new nurses may be faced with in the health care profession (Bally, 2007). Several perspectives were shared, which reflected the phenomena of “nurses eating their young” or idea of horizontal violence. The topics that were covered by the participants in the activity include:
References from activity "pod cast":
Baker, C. (2012). Nurses eating their young: Are we teaching students more than nursing skill? The Oklahoma Nurse, 57(1), 9.
Bally, J. (2007). The role of leadership in creating a mentoring culture in health care environments. CNE series, 25, 147-149.
Feng, R., & Tsai, Y. (2012). Socialization of new graduate nurses to practicing nurses. Journal of Clinical Nursing, 21, 2064-2071. http://dx.doi.org/10.1111/j.1365-2702.2011.03992.x
Korow, M.(2008). How Reflective is our practice? Nursing Management, 39(1), 37-39.
La, L., & Fleming, M. (2008). Bullying, burnout, and mental health among Portuguese nurses. Issues in Mental Health Nursing, 29(1), 411-426. doi: 10.1080/01612840801904480
It seems that after listening to the Pod Cast CBC's WHITE COAT, BLACK ART by Dr. Goldman there were many participants who have experience with the act of bullying in the nursing profession. This is an issue in entry to practice that new nurses may be faced with in the health care profession (Bally, 2007). Several perspectives were shared, which reflected the phenomena of “nurses eating their young” or idea of horizontal violence. The topics that were covered by the participants in the activity include:
- Mentoring and preceptoring as essential in nursing to support new graduate nurses who are entering practice
- Possible bullying of the bachelor of nursing students as they have a different educational preparation than other seasoned nurses.
- Nurses leaving the profession early on due to the effects of bullying and horizontal violence.
- Strong leadership through mentoring of new nurses may mitigate the effects or reduce the amount of bullying and nurses leaving the profession.
- Gender roles, specifically women to women, in the bullying effect needs more attention in the literature.
References from activity "pod cast":
Baker, C. (2012). Nurses eating their young: Are we teaching students more than nursing skill? The Oklahoma Nurse, 57(1), 9.
Bally, J. (2007). The role of leadership in creating a mentoring culture in health care environments. CNE series, 25, 147-149.
Feng, R., & Tsai, Y. (2012). Socialization of new graduate nurses to practicing nurses. Journal of Clinical Nursing, 21, 2064-2071. http://dx.doi.org/10.1111/j.1365-2702.2011.03992.x
Korow, M.(2008). How Reflective is our practice? Nursing Management, 39(1), 37-39.
La, L., & Fleming, M. (2008). Bullying, burnout, and mental health among Portuguese nurses. Issues in Mental Health Nursing, 29(1), 411-426. doi: 10.1080/01612840801904480
activity 4- article and opinion
Failing students who are struggling in their studies is an issue that makes mentors feel challenged, powerless, and unprepared (Duffy, 2004). After reviewing the article by Duffy (2004) Mentors Need More Support to Fail Incompetent Students, several themes came forward in the discussions.
Themes discussed:
References from article activity:
Duffy, K. (2004). Mentors need more support to fail incompetent students, British Journal of Nursing, 13(10), 582.
Gainsbury, S. (2010). Mentors passing students despite doubts over ability. Nursing Times, 106(16), 1. Retrieved from: www.nursingtimes.net
Themes discussed:
- statistics about mentors passing students despite doubts over ability interesting statistics from an article by Gainsbury (2010)
- new nurses or students who are failing but seem to lack insight or ability to change
- the investment in supporting students and or employees and how we determine the value versus the outcomes and is it different depending on whether they are employed with an organization or a student.
- the challenges we face in failing people because of feeling bad for their life situations or baggage
- the question of do we do anyone a favor by moving them on and not failing them, just to have them fail later?
- how students are sometimes judged on how hard they are trying and is trying hard really good enough
- how hard it is to decipher where it tips from still learning competencies to when a student is failing by unsuccessfully completing them
- are we communicating the message well enough so there are no surprises
References from article activity:
Duffy, K. (2004). Mentors need more support to fail incompetent students, British Journal of Nursing, 13(10), 582.
Gainsbury, S. (2010). Mentors passing students despite doubts over ability. Nursing Times, 106(16), 1. Retrieved from: www.nursingtimes.net
cool down- what type of teacher are you?
Thanks to everyone for participating in this cool down activity. We certainly seem to have a large group of popular teacher personalities along with a few fair and balanced personalities.