A time to reform nursing education? - Page 11Register Today!
- Oct 9, '10 by PMFB-RNQuote from GreyGull*** Yep, we did all that, but not a single skit.You mean you never had to do one patient scenario or pretend to be in a patient care situation as a Paramedic student? I seriously would have thought you would get a chance to simulate some patient care situations with an instructor given you the scenario or having you come up with one for the class. They even have national EMS competitions based on scenarios and these teams practice by having others role play for them. They also have people trying to come up with other situations to role play. This is also done for community disaster team training.
- Oct 9, '10 by nursel56Quote from triqueeNursel56 wants to give Triquee designer handbag and autonomous peni--- oh OK let's not go there--- big fat kudo for being creative, clever and perhaps even =gasp= making Grey Gull's point (sort of) about the implementation of different strategies to adapt to the learning styles, with eye toward possibility of congnitive deficits, of the persons one wishes to impart the concepts to! Whether that concept map works with those who it may have been directed toward remains to be seen.You learn something new every day...I was also unaware that a penis alone could feel or exhibit suspicion.
I think I've got this concept map thing DOWN though...
- Oct 9, '10 by jjjoyQuote from GreyGullI agree that assessing communication deficits and creating action plans are important skills. I don't see that it relates to whether or not one supports BSN-for-entry or the idea that I tossed out there, do away with one-size-fits-all RN licensure and instead have specific licensure for various nursing specialties.The big issue is knowing how to assess for a communication deficit and create a plan of action. Sometimes patient who is aphasic or even locked in gets placed in a noncommunicative category and forgotten. This becomes obvious in how the patient is cared for and any attempts at even offering communication alternatives are neglected. That is were the lack of education about the communication process as well as disease/injury are evident.
There isn't just one standard teaching credential that pre-school teachers and college professors both need to earn before specializing. Nursing foundations, like teaching foundations, can still be taught in all nursing programs, whether training up acute care, hospital nurses or community/organizational nurses (just possible examples).
- Oct 9, '10 by jjjoyPS no skits in my nursing program; I would've appreciated some well-coordinated role-play, but given how rushed and, well, unhelpful, most lectures were (let's try to cover 300 pages of text in 2 hours-so no questions, no real-world examples!), I suspect any attempts at role-play probably would not have have gone well anyway.
- Oct 10, '10 by moonchild86I haven't read this whole thread but it seems like a lot of folks would like to see less theory classes and more hands on clinical work.
I think this attitude is why so many people treat nurses like technical workers and not professionals. Personally, I don't just want to know HOW, I also want to know WHY.
- Oct 10, '10 by AOx1Things I would love to see change in nursing education and nursing, from the perspective of a nurse educator:
1. Fund programs adequately, including scholarships for students that have the intelligence, but not the means to become nurses. Just as nursing in general is understaffed, so is nursing education. Many of us carry the workload of two people, but more educators are not hired. Also, supplies are often begged/borrowed from local hospitals. When programs are not adequately funded, you begin to find yourself saying things like "Well, we don't actually use 'equipment x' at my facility, but..." and are stuck with outdated equipment. And yes, I do write grants, in addition to all my other responsibilities, with little support.
2. Raise salaries: many of my new graduates make more than I do when you consider the hours I put into my work. I do laugh when people ask if I like holidays/weekends/evenings off. I wouldn't know. I am too busy grading, preparing lectures and activities to benefit my students while also caring for my family, pursuing my doctorate, and working in the clinical setting. Oh, and don't forget research and grant writing!
3. Consider alternate ways for clinical practice: for example, partnerships between hospitals and schools in which the hospital provides a staff member that knows the floor well and enjoys teaching. Several agencies have done this successfully where a nurse educator pairs with a staff member to ensure that the students know the "ins and outs" of that floor while still maintaining consistency with the overall program goals. Also, precepted and simulation hours are strictly limited in some states.
4. Educators should teach essential content. There are millions of "nice to know" things we could teach, but what will keep the patients safe?
5. Stricter admission standards in some cases. I don't believe it is fair to accept an academically unprepared student. It will only cause heartbreak for the student and take time away from those students who are prepared. Also, I would love to see all schools implement a program for students who need extra help. I wish I could tutor each struggling student one on one, but I can't be every place at all times.
6. In a few rare cases, students feel that they are entitled and buying the "right" to a degree. As I said, this is rare, but it is also scary. I don't think this is "fixable" per se, but there is nothing like having a student write "I don't think I should have to read for class. You should just tell me everything I need to know" on an evaluation.
7. We need some standardization so that a student who chooses to transfer can attend another school without starting from scratch.
8. A climate that is respectful of ALL nurses would be fantastic. I know we all feel frustrations at some point, and I've made the mistake of becoming angry at the bureaucracy myself, but I am SO TIRED of reading bashing on this board. It seems anyone in management, education, or with a doctorate is seen as an easy target for ridicule, and we seem to find it acceptable. Last I checked, this board was called allnurses.com, which means that ALL NURSES, whether in management, education, or any other specialty, and future nurses such as students, should be welcomed here. We will all disagree, and I don't mind a joke at my expense, but I am tired of seeing my chosen specialty being characterized as "not real nursing" or for "those who can't do." I have the letters RN behind my name also.
9. I hope those that gripe are politically active and active in the community. Otherwise, it's just whining. We need people who are politically active and willing to serve on school's community advisory. I find it interesting that many people have an opinion, but few are willing to really dig in to find an implement potential solutions. To those with some of these wonderful ideas, please find yourself a local nursing school and offer to serve on the community advising board.
10. Be willing to participate in research. What parts of the curriculum actually contribute to success and which parts are extraneous?
11. Be a willing teacher. I have two clinical groups. One facility has the most wonderful nurses; we have a fantastic relationship, and they are welcoming to our students and to me as an instructor. Our students fight to work at that facility. The other facility has 1 wonderful floor and 1 floor where the nurses are rude to students and to each other. Nobody wants to work on the floor where the majority of the nurses are hateful. In this economy, I recognize things are tough, but we all have a responsibility to help the next generation of nurses for the safety of our patients.
12. Address those nurses (whether nurse educators or staff nurses) who are cruel and angry and GET THEM OUT! Nursing has no place for this type of nurse. This type of nastiness seems to be accepted in our profession. It shouldn't be. These people should be counseled on their behavior, and if it does not change, document it and follow facility protocol for firing them.Last edit by AOx1 on Oct 10, '10
- Oct 10, '10 by JaneyWQuote from PMFB-RNActually, we have a lot of men in our program and they are some of the better skit participants. There was a young man portraying a menopausal woman in a skit that hit all of the symptoms in a very memorable way that I think all his classmates will remember well forever.*** That's why we need more men in nursing. More men = less skits.
- Oct 10, '10 by PMFB-RNQuote from JaneyW*** Oh I am not saying we aren't good at them. And those where college students, not nurses.Actually, we have a lot of men in our program and they are some of the better skit participants. There was a young man portraying a menopausal woman in a skit that hit all of the symptoms in a very memorable way that I think all his classmates will remember well forever.
- Oct 10, '10 by CuriousMeQuote from PMFB-RNLOL! So, as soon as they pass their NCLEX, they'll no longer be good at skits...I see, right.*** Oh I am not saying we aren't good at them. And those where college students, not nurses.
We've been talking about nursing education for this thread.....so the complaint about using skits for nursing education is going to be directed at students, who for the most part, aren't yet nurses.
- Oct 10, '10 by PMFB-RNQuote from CuriousMe*** Oh no, they will still be good at them. I never said men are not good at whatever they need to be good at. Just that by the time they have the experience to be instructors and are responsible for learning of students they will realize how demeaning, absurd and silly they are and won't do them. That's not the same as saying that if they need to be good at something to get the job done (graduate from nursing school) they can't be good at it.LOL! So, as soon as they pass their NCLEX, they'll no longer be good at skits...I see, right.