Nursing E-Learning
The role of education is changing everyday as new technology, models and methods are introduced on a daily basis. As these transformations occur it essential for those within the nursing education fields are aware of the possible implications of these changes. Distance education, online learning and e-academics provide great advantages for individuals and organizations who can implement a program or model that is aligned with the overall organizational strategy that provides students and faculty alike with a learning environment that performs well and promotes the fundamental truths about that subject, area of emphasis or route of information.
The purpose of this essay is to explore the role of distance education and how it can negatively impact students who are not prepared to take on the role of online education. This essay will demonstrate that using this educational model requires a certain type of student that can excel in this type…...
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References
Kenny, A., Kidd, T., Nankervis, K., & Connell, S. (2011). Mature age students access, entry and success in nurse education: An action research study.Contemporary nurse, 38(1-2), 106- 118.
Button, D., Harrington, A., & Belan, I. (2014). E-learning & information communication technology (ICT) in nursing education: A review of the literature.Nurse education today, 34(10), 1311-1323.
Perry, B., & Edwards, M. (2014). Exemplary online educators: Creating a community of inquiry.
Accommodations for Disabled Nursing Student
There are roughly 54 million Americans with some form of disabilities, and one-fifth of those 54 million people have run up against barriers to employment, access to healthcare and education (Pischke-inn, et al., 2004). The nursing field has traditionally tried to welcome students with disabilities into nursing schools, and following the passage of federal laws regarding disabled people and employment there are legal requirements for employers and schools vis-a-vis accommodating those with disabilities. According to the Rush University Proceedings Manual, nursing students with disabilities should be accommodated (when practical and possible) in order that they may proceed into a career of helping others. In fact the Americans with Disabilities Act (ADA) (as amended in 2008) requires that "reasonable accommodations for students with disabilities" should -- under certain circumstances -- be provided by the nursing school (Dupler, et al., 2012). The ADA requires students with "…sensory loss,…...
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Works Cited
Dupler, A.E., Allen, C., Maheady, D.D., Fleming, S.E., and Allen, M. (2012). Leveling the Playing field for nursing students with disabilities: implications of the amendments to the Americans with Disabilities Act. Journal of Nursing Education, 51(3), 140-144.
Job Accommodation Network. (2010). Occupation and Industry Series: Accommodating Nurses
Foundations of Nursing Education
Table of Contents
Changing from an Associate Degree Nursing Program to a BSN Program 3
Two Factors That Influence the Need for a BSN Program 3
How the IOM Has Informed the Decision for a BSN Program 4
IOM’s Recommendations for Guiding the Integration of Quality and Safety Initiatives in the New BSN Program 5
Rationale for the Recommendation 5
One Possible Barrier 5
Learning Theory to Support the Development of Critical Thinking Skills in the New BSN Program 6
Two Advantages of the Theory 7
Two Disadvantages of the Theory 7
Key Components of Authentic Learning That Can Inform the Development of the New BSN Curriculum 7
One Advantage of Authentic Learning in the New BSN Program 8
One Disadvantage of Authentic Learning in the New BSN Program 8
Two Current Modalities for Delivery: Traditional Classroom Learning and Online Education 8
Justification for Traditional Classroom Learning 9
Justification for Online Learning 9
Potential Barriers 10
Why Formative and Summative Assessments Will be Used…...
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References
ANA. (2015). Code of ethics for nurses. Retrieved from Appana, S. (2008). A review of benefits and limitations of online learning in the context of the student, the instructor, and the tenured faculty. International Journal on E-Learning, 7(1), 5-22.Halstead, J. (2007). Nurse Educator Competencies: Creating an Evidence-Based Practice for Nurse Educators. New York, NY: National League for Nursing.IOM. (2010). The future of nursing. Retrieved from http://nacns.org/wp-content/uploads/2016/11/5-IOM-Report.pdf Khawaja, M. (2015). Economic and social factors behind the choice of medical profession by Saudi female students: An applied study at Qassim University. Journal of Administrative and Economics Science, 9(1), 1-20.Kirschling, J. (2017). Well educated RNs are critical to country’s future. Retrieved from http://www.baltimoresun.com/news/opinion/oped/bs-ed-nursing-force-20170108-story.html LaVelle, M., LaVelle, B., Port, K., Sherlock, J. (2015). Copyright law basics for the nursing professional. Journal for Nurses in Professional Development, 31(5), 252-257.Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370.http://nursing.rutgers.edu/civility/ANA-Code-of-Ethics-for-Nurses.pdf
Nursing Mentor Scenario
Introduction- Just as the theoretical and practical backgrounds of nursing have changed over the past several decades, so has the nursing education environment itself. . Students now entering the field are diverse in culture, educational background, and most especially age and experience. Traditional undergraduates coming directly from High School or Junior College often interact with more mature and experienced students. In addition, nursing instructors remain challenged to recognize different learning needs and styles, and respect that adaptive scenarios might be necessary to further the learning opportunities for many students. e thus see that the most effective way of teaching in the modern nursing classroom is to adjust one's pedagogical paradigm outward and to actively find new and innovative ways of reaching each student, rather than expecting each student to completely bend to the tried and true curriculum of previous generations (Young, L., Petson, B., eds., 2006). Too, we…...
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Works Cited
Bradshaw, M., & Lowenstein, A. (Eds.). (2011). Innovative Teaching Strategies in Nursing and Related Health Professions. Sudbury, MA: Jones and Bartlett.
Bulman, C. And Schutz, S. (1998). Reflective Practices in nursing. Sudbury, MA: Jones
And Barlett Publishers.Epp, A., & Price, L. (2011). Designing Solutions Around Customer Network Identity Goals. Journal of Marketing, 75(1), 36-54.
Cramer, C., Davidhizar, R. (2008). Helping At-Risk Nursing Students Succeed on the National Council Licensure Examination-Registered Nurse. The Health Care Manager.27 (3): 269-76.
Nursing Students Attitude Towards the Elderly: Literature Review
The changing demographics in many of the populations in industrialized countries has changed the aggregate needs of the nursing workforce and this trend is expected to continue into the future as the population continues to age. One issue that has arisen is that the younger generation of nurses have demonstrated through various means that their preference for their nursing roles within organizations is not for working with the elderly patients. Therefore, a gap exists between the demand for nursing jobs that deal with elderly patients and the supply of nursing students that are willing to fill these positions. This article will look at two research efforts that try to focus on this precise trend and provide information about how this trend could possibly be reversed and finding a more optimal point in the supply and demand for nursing positions in the future.
One article…...
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Works Cited
Bleijenberg, N., Jansen, M., & Schuurmans, M. (2012). Dutch nursing students' knowledge and attitudes towards older people - A longitudinal cohort study. Journal of Nursing Education and Practice, 1-8.
Haron, Y., Levy, S., Albagli, M., Rotstein, R., & Riba, S. (2013). Why do nursing students not want to work in geriatric care? A national questionnaire survey. International Journal of Nursing Studies, 1558-1565.
The respondents who step out to be part of the research process should be protected from any unwanted intrusion or any other form of personal or group harassment (Smith & Liehr, 2008).
It is formal to have and conduct nursing research according to the set ethical frameworks where the entire review of the proposal will be undertaken. Whether to be undertaken by the staff or students, this research should be subjected to ethical approvals, which will make sure that the research, proposal is directed at serving the nursing school dream and intentions. Using the Middle range theory, the nursing problems and challenges will be solved in various ways as follows (Smith & Liehr, 2003).
All the nursing researchers and educators, being the staff members, must have respect upon the dignity, interests, and rights of the nursing students and other staff members related and participating in practical and theoretical learning.
Any relevant legislation…...
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References
Basford, L., & Slevin, O. (2003). Theory and practice of nursing: An integrated approach to patient care. Cheltenham, U.K: Nelson Thornes.
Fitzpatrick, J.J., & Kazer, M.W. (2012). Encyclopedia of nursing research. New York:
Springer Pub.
Meleis, a.I. (2011). Theoretical nursing: Development and progress. Philadelphia: Wolters
In this second phase of my 'career training in life, for over a year after I pursued a career in the medical field, I have developed administrative skills such as medical records/data management and preparation and processing of relevant medical forms and documents. Currently, I have been exposed to other responsibilities such as patient education and quality control and documentation.
More importantly, as a medical assistant, I have acquired important skills and knowledge about tasks that will equip me in my plans to become a nurse. I have been trained to know general medical tasks such as vital signs, setting-up and preparing clinic/hospital facilities, equipments, and materials (such as injections, prescription refills, instrumentation, bandaging, sterilization procedures, and chemical disinfectants). I have also become adept at accomplishing skill- and knowledge-specific medical tasks, which includes diagnosis determination and testing and utilization of medical tools and equipments (phlebotomy, vision testing, prenatal and GYN…...
If nursing students are being asked to absorb 30-40% more information during undergraduate years, it is logical to see that they do so early in their academic career -- almost as a prerequisite for more advanced practicum.
Then, of course, there is the matter of the learning curve in professional education. If one compares schooling for registered nurses with that of physician's assistants or physicians, one often sees a growing gap between the clinical abilities of nursing staff and actual patient care needs. This cause has been attributed to deficiencies in some skill sets of new graduates -- which has the effect of pushing nursing schools and curriculum toward more robust materials (Berkow, Virkstsis, Sewart, and Conway, 2008). However, is the solution simply adding more materials to memorize and read, or might it be more efficient to take a look at the time frame of the educational experience and ask…...
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REFERENCES
Berkow, Virkstsis, Sewart, and Conway. (2008). Assessing New Graduate Nurse Performance. Journal of Nursing Administration, 38(11), 468-74.
Burritt and Steckel. (2009). Supporting the Learning Curve for Contemporary Nursing Practice. Journal of Nursing Administration, 39(11), 479-84.
Heller, Oros, and Durney-Crowley. (2009, July 30). The Future of Nursing Education: Ten Trends to Watch. Retrieved September 20, 2010, from http://www.nln.org/nlnjournal/infotrends.htm
Holzmer, W. (2006). Quality in Graduate Nursing Education. Nursing Education Perspectives, 26(4), 236-43.
ole TransitionThe transition from a novice student nurse to being an experienced professional nurse comes with a change of place, perspective, duties, expectations, opportunities, and understanding (Hampton et al., 2021). Students tends to view the role of the nurse through the eyes of academic learning, i.e., the classroom experience where the closest thing to real-world nursing they might have is a simulation in a lab. They have very limited clinical experience. Their knowledge, rather than being experiential, is shaped by theories, textbooks, simulated scenarios instead of real-world practice, and hypothetical situations. It is all part of the necessary process of becoming a nursebut at the novice entry-level stage, student nurses have very little to no sense of what is in store for them as a professional nurse: the long hours, the alarm fatigue, the risk of burnout, the possibility of workplace violence, the stress of not committing medical errors, and…...
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ReferencesDevey Burry, R., Stacey, D., Backman, C., Donia, M. B., & Lalonde, M. (2020). Exploring pairing of new graduate nurses with mentors: An interpretive descriptive study. Journal of Clinical nursing, 29(15-16), 2897-2906.Hampton, K. B., Smeltzer, S. C., & Ross, J. G. (2021). The transition from nursing student to practicing nurse: An integrative review of transition to practice programs. Nurse Education in practice, 52, 103031.?laslan, E., Ad?belli, D., Teskereci, G., & Cura, ?. Ü. (2023). Development of nursing students\\\\\\\\\\\\\\\' critical thinking and clinical decision-making skills. Teaching and Learning in Nursing, 18(1), 152-159.
Personal EssayWorking towards my degree in nursing is what increases my potential to serve global citizens with compassion, understanding, care, and expertise. The nursing student undergoes special training and learns from a curriculum developed to help the nursing student know how to address health disparities and meet the needs of patients from different cultures and backgrounds. This education is a necessary one, and I feel it empowers me to give more effective, culturally sensitive care, so that every patient and patients family member feels respected and understood, regardless of their origin.Problem-solving under pressure is especially important in nursing, and I have honed this skill through academic challenges and practical experience. During my internship at a busy city hospital, I encountered a situation where a non-English speaking patient was struggling to communicate his symptoms. I was able to use my basic knowledge of his language and translation apps, and thus I…...
competencies of the direct care provider and the indirect care provider are similar in many ways because both are based on the idea that quality care is the ultimate goal for any stakeholder in healthcare. The competencies are also different in some ways because direct and indirect care providers must focus on roles that are oriented towards using different skills from one another. This paper will compare and contrast the core competencies of the role of a nurse educator with those of a nurse practitioner to show how they are the same and different in a variety of ways.
The core competencies of the nurse educator are based on the idea that the instructor needs to be a leader for students. The National League for Nursing (2017) identifies 8 core competencies for the nurse educator -- and every one of them has something to do with leadership at root --…...
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References
National League for Nursing. (2017). Nurse educator core competency. NLN.
1997, the average pass rate for first time test takers on the NCLEX-RN was 93%. Since 1997, the national average pass rate on the NCLEX-RN has declined to 83.8% (National Organization for Associate Degree Nursing, 2002). The pass rate for the state of North Carolina and many other states has also declined in recent years.
Community colleges are the prime educators of new registered nurses in the United States. In 1997, 701 community colleges awarded 41,258 associate degrees in nursing (National Center for Education Statistics 1997). The combined ADN graduate pool constituted 60% of the U.S. graduates who took the NCLEX-RN exam in 2000,and these graduates represent the largest group of nurses entering the profession (National Council of State oards of Nursing 2001). On the other hand, baccalaureate programs graduated 37% of the total; and diploma or hospital-based educational programs, graduated 3%.(Teich, et al.)
In addition to educating the majority of…...
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Bibliography
Adams, Carolyn, Valiaga, Theresa, Murdock, Jane. McGinnis, Susan & Wolfertz, Joanne (2002). Trends in Registered Nurse Education Programs: A Comparison Across Three Points in Time. In National League for Nursing (Ed.), pp. 1-10).:.
American Association of Colleges of Nursing (1999). Temporary Nurses Called A Serious Risk Threat At Hospitals. In (Ed.), p.).: American Association of Colleges of Nursing.
American Health Care Association.(1999).Facts and Trends, The Nursing Facility Sourcebook.Washington, D.C.:American Health Care Association.
American Hospital Association.1999.Trendwatch:RN Shortages in Hospitals. Washington, D.C.: American Hospital Association.
Nursing Experience
After spending a semester in the Newborn Intensive Care Unit (NICU) as a student nurse in training, I can report that I have learned a great deal about the vital issues and practices that are involved in the intensive care unit for newborns, and about the duties and responsibilities of a nurse in that area of healthcare. Part of my training involved treating wounds and the therapeutic communication that is involved in wound care; also, I became well familiarized with the family centric care that is part and parcel of the NICU.
Family Centered Care at the NICU
hat can be more important for a family that has just been on the emotional roller coaster of giving birth prematurely to a new member of the family than being made to feel welcomed and to be treated with a great deal of professionalism and respect? There are a number of resources…...
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Works Cited
Auckland District Health Board (2010). Car seats for babies / Information for parents. Retrieved May 2, 2013, from http://www.abhd.govt.nz.
Auckland District Health Board (2010). Establishing and Maintaining Breast Milk Supply /
Summative Performance Evaluation: Evaluation of Clinical Competencies in an Academic Nursing SettingPart 1: Successful Learners Summative Performance EvaluationPractice SettingThis evaluation was completed within an academic setting where the nurse educator functions in the role of a clinical instructor. The learner, achel O., is an undergraduate nursing student enrolled in a clinical course as part of her Adult Health I curriculum. Her performance was assessed during a six-week clinical rotation on a general adult medical-surgical unit. This course requires the student to demonstrate core competencies in quality nursing care, professional behavior, and integration of evidence-based practice (EBP) literature.Learner Descriptionachel has consistently demonstrated success in clinical practice through her safe, competent, and compassionate patient care. She reliably applies the nursing process and exhibits a strong sense of responsibility in the clinical setting. achel is respected among her peers and by staff for her professionalism and integrity. However, even though she excels in…...
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ReferencesChung, S. R., Cichocki, M. N., & Chung, K. C. (2023). Building emotional intelligence. Plastic and Reconstructive Surgery, 151(1), 1-5.Coogan, A. C., Shifrin, M. M., Williams, M. T., Alverio, J., Periyakoil, V. J., & Karlekar, M. B. (2022). Improving Medical and Nurse Practitioner Student confidence and clinical skill in Advance Care Plan Development: a multidisciplinary mentorship model. American Journal of Hospice and Palliative Medicine®, 39(2), 184-188.Younas, A., Porr, C., Maddigan, J., Moore, J., Navarro, P., & Whitehead, D. (2023). Behavioural indicators of compassionate nursing care of individuals with complex needs: A naturalistic inquiry. Journal of Clinical Nursing, 32(13-14), 4024-4036.
Theory-Practice Gap
The development of nursing theory has followed the natural sciences paradigm which has been commonly referred to as the technical rationality model (olfe, 1993). Therefore, the term theory, in nursing is used in a general manner to refer to the systematic concepts, deductions, and definitions that are interrelated as to explain, describe, or predict interconnections and relationships. As with other sciences especially chemistry and physics, theory and research has been used in nursing as to provide or build a firm and established foundation knowledge in nursing. The foundation of research is normally phenomenon and the research findings are normally accepted with minimal if any questions. However, there are serious implications for these findings in actual field work because the natural sciences paradigm creates a difference between the researcher and the professional who works at the field level.
In nursing, this paradigm creates a scenario where theory is elevated above…...
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References
Holzemer, W. L. (2008). Nursing theory -- remembering our future. Japan Journal of Nursing Science, 5(2), 71-71.
Landers, M. G. (2000). The theory -- practice gap in nursing: the role of the nurse teacher. Journal of advanced nursing, 32(6), 1550-1556.
Levin, R. F. (2010). Integrating evidence-based practice with educational theory in clinical practice for nurse practitioners: Bridging the theory practice gap. Research and theory for nursing practice, 24(4), 213-216.
Rafferty, A. M., Allcock, N., & Lathlean, J. (1996). The theory/practice 'gap': taking issue with the issue. Journal of Advanced Nursing, 23(4), 685-691.
Bloom’s taxonomy is a way of using three hierarchical models to classify learning objectives. Bloom’s taxonomy breaks learning down into three broad models based on learning styles: cognitive, affective, and sensory. It then further divides each of these three larger categories into smaller areas. The cognitive domain is divided into knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain is divided into receiving, responding, valuing, organizing, and characterizing. The sensory domain is divided into perception, set, guided response, mechanism, complex overt response, adaptation, and origination. It can be helpful to keep these various....
The Impact of Bonnie Duldt's Theory of Caring on Nursing Practice
Explore the key concepts of Duldt's Theory of Caring and its implications for nursing practice. Analyze how the theory guides nurses' interactions with patients, families, and colleagues. Discuss the practical applications of the theory in various nursing roles and settings.
Essay Topic 2:
The Ethical Implications of Bonnie Duldt's Theory of Caring
Examine the ethical principles embedded within Duldt's Theory of Caring. Explore the ways in which the theory promotes respect for patient autonomy, beneficence, and nonmaleficence. Discuss the ethical challenges that nurses may face in applying the theory....
1.Navigating the Labyrinth: From Medical Assistant to Nursing Student
This title captures the challenges and transitions involved in transitioning from a medical assistant to a nursing student.
2.From Scrubs to Cap and Gown: The Evolution of a Healthcare Professional
This title emphasizes the personal and professional growth that occurs on the journey from medical assistant to nurse.
3.Bridging the Gap: Leveraging Prior Knowledge in the Nursing Curriculum
This title highlights the advantages and challenges of entering nursing school with a medical assistant background.
4.The Crucible of Learning: Embracing the Rigors of Nursing Education
This title conveys the intense academic and clinical demands that nursing students face.
5.From Patient....
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