Entry to practice competencies- COMPETENCY #80 - page 2
I wonder if somebody can comment on COMPETENCY number 80 Uses relational knowledge and ethical principles when working with the interprofessional health care team to maximize collaborative client care. What does... Read More
- 0Feb 11, '12 by magnoliyagod forbid i do not want to deconstruct their document.
i am sure there is a simpler way but they asked to answer in writing and the question as simple as that: "give examples from personal practice that address the competencies".
so we know that teaching like anything else has 4 stages. assessment, planing, implementation and evaluation.
my question is why it comes under planing in the entry to practice competencies?
what example would you give to illustrative the situation: "teaches ucps based on assessment of learning needs"
my example is: "i gather them all together and speak with them"
this is a simple answer to the simple question, however it has nothing to do with planing.
of course i can say "i plan to gather them all together and speak with them" so it will be planing.
butteaches ucpssounds like an action. why this competency is under planing and not under implementation?
either of the 120 competencies could be under either assessment, planing, implementation or evaluation because any process can be divided into 4 stages.
how did they decide which one comes under what? may be the division was done randomly?Last edit by magnoliya on Feb 11, '12
- 1Feb 11, '12 by dishes GuideThe stages of assessment, planning, implementation and evaluation are linked and circular,as shown the visual image in the document. There is overlap of the stages and interconnection between stages, you start with assessment, move to planning, then implementation and evaluation, but you also often move back to assessment and planning, after you start implementing and realize you need to adapt and adjust.
In the example of teaching a UCP based on assessment of learning need. I put the emphasis on the stem of the statement because that part is planning, don't put the emphasis on teaching. Keep in mind, in order to effectively teach adult learners, the teacher needs to assess prior knowledge first.
- 0Feb 11, '12 by magnoliyai liked your reply and thank you. it must be hard to read all this and i appreciate your help. though it supposed to be simple.
just let me point out one thing.
"a sentence stem is a partially complete sentence. it contains your desired outcome... but leaves blank your method for achieving it. here are three examples...
"i'd be more productive today if i...."
"i could conquer procrastination by..."
"eating healthier would be easier if i..."
so the stem here will beteaching a ucpi hope that my assessors think the same way as you do and they will not think about the stem as i do.
i mast admit i do not let things go easily, sorry for that
gould you please as well comment on the question i asked earlier
i definitively see collaboration in your example but what about relational knowledge? which part is "relational knowledge" here?
by the way competency number 74 speaks about "relational practice"
whereas competency number 80 speaks about "relational knowledge"
- 1Feb 13, '12 by flyingchangeBack to your original question, I believe "relational knowledge" means using your knowledge of the patient through your relationship with him/her to promote health. Similar to relational practice.
For instance, in Dishes' example, through the nurse-patient relationship, the nurse discovered the patient-family's inability to cope with the pain. So the nurse used that knowledge to advocate to the surgeon. Relational practice and relational knowledge essentially stem from the idea that you are using your relationship with the patient as a guide to your nursing process.
It's a fluffy concept that is familiar to Canadian grads but I'm not surprised that IENs are left wondering what the hell it means.
I hope that was helpful. Good luck with your application