Describe the teaching experience and discuss your observations. The written portion of this assignment should include:
1.Summary of teaching plan
2.Epidemiological rationale for topic
3.Evaluation of teaching experience
4.Community response to teaching
5.Areas of strengths and areas of improvement
The commission on collegiate nursing education is an accrediting agency that contributes to the improvement of the health of public. The commission ensures the integrity and quality of residency, baccalaureate and graduates program in nursing. They also serve the interest of public by identifying and assessing the programs using non-traditional experiences for practicing nurses (Brockopp & Hastings-Tolsma, 2003). The American Association of Colleges of Nursing supports the voice of graduate and baccalaureate nursing education and establishes quality standards for the education of nurse. They work to implement standards and influence the profession of nursing to improve the health care and promoting support of public for the professional nursing practice, education and research. The RN and BSN program at the Grand Canyon University provides the information of clinical competencies by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using non-traditional experiences for practicing nurses (Cannon & Boswell, 2012).
The Epidemiological rational study of the non traditional experience for practicing nurses by the nursing students that engage in learning within the context of specific care discipline, local communities and specific care discipline helps to understand the concept of epidemiology in the nursing practice while applying and gaining the statistical conceptual skills. The practice involves focus on the importance of prevention of diseases and community cantered migration which helps the students to expand their base knowledge while enhancing the practical application researches and skills (Caputi & Engelmann, 2005). The advance practice of the nursing students helps them to meet the requirement of American association of nursing as per the nursing practice standards. The epidemiological study of the non traditional nurse practising includes emerging infectious disease, role of culture, environmental and genetic epidemiology, ethical and legal issues and nursing in the emergency and pandemics preparedness. The practice involves the determinants and distribution of the disease frequency and using the different tools including statistics, geography, demography, and the biological sciences. The study includes requirement for the both clinical and didactic instruction in the areas of patient care in addition to the care of patient and their families (DeNisco & Barker, 2013). The study shows the role of nurse in the clinical governance within the hospital organization, specific care discipline, and local communities
The Commission on Collegiate Nursing Education and the American Association of Colleges of Nursing draws the attention towards the shortage of nurse faculty and advance possible solution. They identified number of factors that contributes towards the shortfall in number of educator for nurse needed (Gardner & Suplee, 2010). The factors included the pattern of faculty retirement, salary differential between practice and academia, competition for the nurses with their graduate degrees and flat graduation and enrolment rates in the advanced nursing program. The teaching experience influences the student success and assists them to shape their next of nurses. The students can use this experience to model the professional skills and values and influencing the quality care provided by the nurses. The teaching also includes the importance of nurse practice and their role in the clinical department such as managing the patient care agencies and units, caring for the patient and serving the non traditional experiences for practising nurses (Wilson, 2010).
The participation of the community is important to support the non traditional experience for practicing nurses. The community support towards excellence encompasses and practice competence, the activities and attitudes in the clinical practices. The nursing practice supports the development and enhancement of the community by providing care to the patient (DeNisco & Barker, 2013). The health nurse practice promotes the health of families, population, communities, environment and individuals supporting the health. The community always expects to use and know the working areas of practices, administration, education and research. The standard of practice describes role of nurse towards community through skills, knowledge, attitude and judgement needed to practice the nursing safely.
Strength and weakness are like the two sides of a same coin. Like any other professional programs, nursing also has its own areas of strength and weakness. Every graduate nurse must feel important and valued member of the team. If the support is available and provided to the new graduated nurses then it is an obvious strength of the programs. The support makes them feel accepted and valued and this feeling gives them the energy to do the work perfectly. It is very important to feel familiar with the ward team which enables a registered nurse to develop the confidence and competence. The role which a preceptor plays is considered to be the strength of the programs. Preceptors are respected and valued when the personalities of the new graduated nurses and the personality of the preceptor are compatible (Pender, Murdaugh & Parsons, 2011). Next, the 12 month program of the transition support is considered to strength because this period gives the new graduated nurses to develop the necessary and essential confidence for attaining the role of nurse perfectly.
When, newly graduated nurse work without any kind of support is considered as the weakness of the programs (Potter, Perry, Hall & Stockert, n.d.). Next the horizontal violence and bullying that a less experienced nurse can face ,undermines the confidence of the nurses and makes the period of transition unpleasant and stressful. Nowadays the act of bullying is becoming so ingrained and common in the culture of nursing that it seems to be an accepted part of behaviour for nurses. High expectation regarding the work of a newly graduated nurse is unrealistic and this kind of high expectation is considered as a weakness of this program (Hegner, Acello & Caldwell, 2008). The programs are usually designed for assisting a newly graduated nurse to be accustomed to the role of nurse but in reality new nurses are expected to play the role perfectly without the expected support (Stanhope & Lancaster, 2000). The above mentioned weaknesses are very common in the programs.
Improvement of support mechanisms is necessary. Support mechanisms are necessary to be tailored individually to every new nurse in order to meet their needs. Expecting that the newly graduated nurse will be able to work independently is impractical (Beaulieu, 2012). Approach of the teachers to the newly graduated nurse should be more supportive and friendly. It is the job of the teachers to make the new nurses feel comfortable. It is the responsibility of the faculties and schools of nursing to make the students more accustomed with the clinical experience in real situations. (Ellis, n.d.) This process of facing the real situation will make the students experienced and it will also help to have a realistic understanding about the role of nurse. Real experience will help the students to be more confident. Discussion between the hospitals and the faculties of nursing about the perceptions of the undergraduates needs to be identified. Bullying and harassing of the new nursing students should be prohibited in the workplace. If someone practices this kind of malicious behaviour, legal actions must be taken against the one. It is very necessary for the hospitals to implement and develop practical and realistic ways for eradicating bullying in workplace. Unit managers have to be more careful for stopping the unwanted behaviour of the nurses.
To conclude we can sum up the above discussion on the topic of nursing. As we all know, nursing is a very noble profession and it follows some ethics and rules too. Nursing is the most important and indispensible part of health care. Patient becomes dependent on their nurses emotionally and physically. So a nurse must be more careful about the requirements of the profession. That is why, perfect training is necessary for understanding the profession of nursing.
Teaching planning and motivating the new graduated nurses is much important. Perfect and adequate plan gives the new nurses an actual picture of the profession and its requirements. Experience while teaching nursing is a vital part .Experienced teacher can the new graduated nurses well. The strengths of the nursing program must be nourished and the weakness of the program should be mitigated. As nursing in very essential for the health department, it should be practiced in the right way. Necessary steps of mitigating the weakness must be taken.
Brockopp, D., & Hastings-Tolsma, M. (2003). Fundamentals of nursing research. Boston: Jones & Bartlett.
Cannon, S., & Boswell, C. (2012). Evidence-based teaching in nursing. Sudbury, MA: Jones & Bartlett Learning.
Caputi, L., & Engelmann, L. (2005). Teaching nursing. Glen Ellyn, Ill.: College of DuPage Press.
DeNisco, S., & Barker, A. (2013). Advanced practice nursing. Burlington, Mass.: Jones & Bartlett Learning.
Gardner, M., & Suplee, P. (2010). Handbook of clinical teaching in nursing and health sciences. Sudbury, Mass.: Jones and Bartlett Publishers.
Wilson, L. (2010). The American Association of Colleges of Nursing’s Geriatric Nursing Education Consortium. J Gerontol Nurs, 36(7), 14-17. doi:10.3928/00989134-20100528-01
Beaulieu, E. (2012). A guide for nursing home social workers. New York: Springer Pub.
Ellis, P. Understanding ethics for nursing students.
Hegner, B., Acello, B., & Caldwell, E. (2008). Nursing assistant. Clifton Park, NY: Thomson Delmar Learning.
Huston, C. Professional issues in nursing.
Leininger, M., & McFarland, M. (2006). Culture care diversity and universality. Sudbury, MA: Jones and Bartlett.
Pender, N., Murdaugh, C., & Parsons, M. (2011). Health promotion in nursing practice. Upper Saddle River, N.J.: Pearson.
Potter, P., Perry, A., Hall, A., & Stockert, P. Fundamentals of nursing.
Stanhope, M., & Lancaster, J. (2000). Community & public health nursing. St. Louis: Mosby.
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