Practicum Experience Journal Entries NURS 6600

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In the field of clinical nursing, the most significant challenge to clinical education is that most students in the class lacked a sense of interest and motivated. Most of the students had trouble in paying attention and due to the unsatisfactory placement experiences within this field, most of the students left the nursing course as it was ongoing. Paying attention is an important concept in motivation and also the nursing field. Nursing students all require long term motivation to assist others and their patients in the future (Stevens, 1996).

The Novice to Expert Theory was used for the sole purpose of highlighting the transformation of the academic nurse in a period. Several novice clinical educators have found the transition into an academic setting particularly challenging, however exciting. A significant challenge for the novice instructor has also involved the disconnect in the transition from a clinician to faculty. This process includes expertise involved in daily care of the patients, supervision and skills in leadership and also collaboration. This transition from an expert clinical practitioner to the role of an educator involves the process of leaving your comfort zone of acute nursing frameworks to shifting into a new paradigm (McKenna, 2006). The novice clinical instructor must learn how an academic organization has integrated these functions into their systems. They should also acclimate themselves to the classroom teaching the aspect of nursing and various new clinical environments.

Analysis of the Action

Interventions aimed at decreasing the levels of stress for students positively affect their learning process, enable their coping mechanisms to improve and also raise the self-confidence of the students. Reducing the anxiety of the student in the clinical and classroom setting is a problem for numerous nurse educators. The educators can provide the students with learning activities such as unit scavenger hunts and also role playing during their clinical rotation activities which would help them decrease their anxiety and also increase their self-efficacy (Emerson, 2007). High clinical knowledge leads to the students placing great value and self-esteem towards the nursing profession. The physicians also need to accept the suggestions of their nurses, and these elements would improve the clinical motivation of the students.

Alternative Evidence Based Approach

Situations of anxiety and motivation can be a huge challenge for the nurse educator especially when they are not familiar with the academic dynamics and settings. Having adequate knowledge of the teaching environment and the faculty dynamics where the educator will be teaching is a critical characteristic for the nurse educator to possess. Leading the clinical rotation with the students in a familiar environment for the educator is a positive benefit for the students and will also raise their overall learning experience. The clinical setting where I was allowed to facilitate my clinical to me in my specialized is providing a substantial clinical experience for the students and me, and it was highly attainable. This element was highly beneficial for the nursing students since ii was already familiar with the nursing staff and environment and helped create a sense of welcoming for every student.

References

Emerson, R. J. (2007). Nursing Education in the Clinical Setting. Nursing Education. Elsevier Health Sciences

McKenna, H. (2006). Nursing Theories and Models. Routledge Essentials for Nurses. Routledge

Stevens, K. R. (1996). Review of Research in Nursing Education, Volume 7. Jones & Bartlett Learning