In the traditional clinical setting, nurses are one of the most significant categories of the staffs that provide the care to the patient being in direct contact with the patient. The medical field always requires up gradation of knowledge’s of current researches and evidence-based practices, especially when every medical expertise deals with human health. Poor education and lack of sufficient expertise can lead to the mistakes that are costly for many innocent lives. Improved knowledge is an essential part of being in the medical field. Therefore, educating nurses and encourages them for evidence-based practices are crucial for improved infrastructure. Hence, this paper will discuss the outcome of a goal of intervention plans, advocacy, and futures steps. Moreover, it will reflect on leading change and improvement in clinical field.
With the expanding needs of clinical care in human life, educating nurses from every specialist area enhance the knowledge and skills of nurses as they enter healthcare workforce. Therefore, the possible outcome of educating nurses will be that nurse students will develop non-technical skills such as critical thinking skills when addressing the issues patients were experiencing. Moreover, student nurses will develop the skills of teamwork, they will use of evidence-based practices in their current situation; nurse students will develop effective verbal communication (Riley, 2015). Moreover, the nurse will develop technical skills such as monitoring patient without asking for helping hands. The outcomes of the intervention plan will justify the purpose of the intervention plan only when student nurses will apply the knowledge acquired during education in the practical field (Billings & Halstead, 2015). The goal will be more fruitful when nurses will be able to provide care and ready to make the clinical judgment by following all the ethical rules and regulations.
The degree to which the intervention plan will become successful can be measured by collecting primary data or directly interacting with student nurses. Direct interaction will give them the opportunity to talk about their area of concerns and their fear. To evaluate their clinical skills and knowledge, evidence-based practice questionnaire can be used (Wilson et al., 2015). It provides a framework for clinical problem solving. Questioner development is mainly based on established psychometric methods where it judges the clinical skills, knowledge and attitude in a healthcare setting. Therefore, the intervention plan has enormous impact on nurses and their development of clinical skills.
Despite being a crucial part of the healthcare arena for providing care and ethical standard, nurses are often excluded from the decision making. Nurses are just carrying out the instructions of others; do not speak up often when they should. Nurses have a massive role in leading change professional practice and interprofessional teams such as supporting the vision of the clinical expertise, critical evaluation of culture of patient belongs to, making an essential judgment when the clinical expertise unable to make one (Horn et al., 2016).Moreover, student nurses can lead the change by coming up with a better implementation of health issues and suggest other treatment options to a multidisciplinary team (Smith & Liehr, 2018). Besides, nurses being a part of an interpersonal team provide better care to the patient since nurses directly communicate with patients’ family in order to address the problem in the medical field (Raurell?Torredà et al., 2015). Subsequently, it drives the improvement in the quality of the care and experience of the care.
The primary purpose of the intervention plan is to educate student nurses along with the patient to promote a healthy life. The intervention plans ensure the collaborative practices with the utilization of health resources. Intervention plan provides an opportunity for the student nurses to work in collaboration. This collaboration helps them to maintain mutual respect and shared values (Hoeve, Jansen & Roodbol, 2014). It will also help to use the knowledge of one’s role in other professions to serve patients appropriately. The intervention plan facilitates the health of the population even reduce the per capita cost of healthcare organization by collaboration (Valentine, Nembhard, & Edmondson, 2015). Subsequently, health care setting will gain massive benefit from this intervention plan, and medical errors will be reduced due to collaboration.
The traditional teaching methods used in medical education are not able to the meet the demand of current practices. Therefore, for improving the intervention plans, few approaches to education can be considered for enhancing the skills of nursing. These are including the lecturing method which is time efficient and cost efficient, concept mapping that will help the student to acknowledge their understanding and come up with new ideas. Moreover, online courses are help due to it ‘as flexibility and cost-effective (Hultquist, 2016). Role play is an essential part of nursing since it increases the practice of communication between nurses, support further learning.
To educate the nurse with the help of technology, medical games can be implicated in nursing practices. Game nurture the critical thinking of nurses and can be combined with other learning techniques such as lectures. Moreover, e-library or e-course can be the way of educating nurses in the clinical setting.
The emerging nursing care model for this intervention plan is the humanistic nursing theory that focuses on the human aspect of nursing. This theory states that through the self-introspection and examination of personal experiences, nurses are able to connect with the patients that guide them to provide adequate care (Smith & Parker 2015). With the help of this care model, nurses engage themselves in dialogue with the patients that blend their personal perspective with the patient in order to develop the critical understanding of a clinical situation. This model establishes the communication in three different form, person to person dialogue, person to object conversation and group dialogue involving the two or three individuals.
This intervention plan of educating nurses and patient has a massive impact on my career. This project showed me the diverse way of educating nurses. Nurse leaders need to be the one who has the capacity to achieve goals by sharing the vision with coworkers and working together in the same fields. This project helped me in applying the evidence-based practices in a clinical setting. This project moreover, gave me the insight into the different technologies that present in the clinical setting for educating nurses. The project has a massive role in developing Interpersonal skills, teamwork by collaborating with other coworkers. Moreover, this project exhibited that empathy, compassion, kindness and generosity is part of nurses’ job when delivering care to the patient.
This intervention plan has a role in bringing changes to other care setting such as a social care setting. A majority of the individual in every population is suffering from social stigma, depression, insecurity and other mental issues that affect their psychological makeup. With the help of acquiring knowledge, I will be able to communicate with patients to address the area of weakness effectively. I will be able to make a judgment about the situation when needed.
Conclusion
With the increasing demand of medical field, educating nurses with proper knowledge become one of the crucial parts of the clinical area. The outcome of educating nurses has an impact on the care quality of the patient. The education will help nurses to develop critical thinking, empathy, effective communication and teamwork. This intervention plan helps to improve the interpersonal collaboration with coworkers. Few teaching methods are useful in educating nurses such as role-playing, lecture, gaming, and online learning. Therefore, educating nurses have a massive impact on health care organization as well since it prevents the ethical issues arises from the clinical field and control the medical errors.
References :
Billings, D. M., & Halstead, J. A. (2015). Teaching in nursing-e-book: A guide for faculty. Elsevier Health Sciences. Retrived from :https://books.google.co.in/books?hl=en&lr=&id=o23dCgAAQBAJ&oi=fnd&pg=PP1&dq=nursing+education+in++practivle+field&ots=2f_WhhAufU&sig=NVK4aASoGCptNCj8PCk2jjWKbc#v=onepage&q=nursing%20education%20in%20%20practivle%20field&f=false
Hoeve, Y. T., Jansen, G., & Roodbol, P. (2014). The nursing profession: public image, self?concept and professional identity. A discussion paper. Journal of Advanced Nursing, 70(2), 295-309 Retrived from : https://doi.org/10.1111/jan.12177.
Horn, S. D., Hudak, S. L., Barrett, R. S., Cohen, L. W., Reed, D. A., & Zimmerman, S. (2016). Interpersonal care processes, falls, and hospitalizations in green house and other nursing homes. Seniors Housing & Care Journal, 24(1), 31-46. Retrieved from : https://www.edenalt.org/wordpress/wp-content/uploads/2013/12/SHCJ-2016.pdf#page=35
Hultquist, B. L. (2016). Innovative teaching strategies in nursing and related health professions. Jones & Bartlett Publishers. Retrieved from : https://epdf.tips/innovative-teaching-strategies-in-nursing-and-related-health-professions.html
Raurell?Torredà, M., Olivet?Pujol, J., Romero?Collado, À., Malagon?Aguilera, M. C., Patiño?Masó, J., & Baltasar?Bagué, A. (2015). Case?Based Learning and Simulation: Useful Tools to Enhance Nurses’ Education? Nonrandomized Controlled Trial. Journal of Nursing Scholarship, 47(1), 34-42. Retrieved from : https://doi.org/10.1111/jnu.1211
Riley, J. B. (2015). Communication in nursing. Elsevier Health Sciences. Retrieved from: https://books.google.co.in/books?hl=en&lr=&id=SwndCwAAQBAJ&oi=fnd&pg=PP1&dq=Riley,+J.B.,+2015.%C2%A0Communication+in+nursing.+Elsevier+Health+Sciences.&ots=YZpoZ7xlxB&sig=WUFJlDv8bt7EV8ZKqziaMbqimD0#v=onepage&q=Riley%2C%20J.B.%2C%202015.%C2%A0Communication%20in%20nursing.%20Elsevier%20Health%20Sciences.&f=false
Smith, M. C., & Parker, M. E. (2015). Nursing theories and nursing practice. FA Davis. Retrieved from: https://doi.org/10.1016/j.leaqua.2015.08.006
Smith, M. J., & Liehr, P. R. (Eds.). (2018). Middle range theory for nursing. Springer Publishing Company. Retrived from : ghttp.48653.nexcesscdn.net/80223CF/springer-static/media/samplechapters/9780826195517/9780826195517_chapter.pdf
Valentine, M. A., Nembhard, I. M., & Edmondson, A. C. (2015). Measuring teamwork in health care settings: a review of survey instruments. Medical care, 53(4), e16-e30. DOI: 10.1097/MLR.0b013e31827feef6
Wilson, M., Sleutel, M., Newcomb, P., Behan, D., Walsh, J., Wells, J. N., & Baldwin, K. M. (2015). Empowering Nurses With Evidence?Based Practice Environments: Surveying Magnet®, Pathway to Excellence®, and Non?Magnet Facilities in One Healthcare System. Worldviews on Evidence?Based Nursing, 12(1), 12-21. DOI 10.1111/wvn.12077
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