Nurse Educator OpinionsRegister Today!
- by barb4575 Nov 21, '03Well, here I sit after having given two lectures on: Nursing Process and Cardiac plus one two hour review...I have given the test to the foundations class and the spread looks good. However, I can see a few trends:
*some don't do their assignments
*some ignore when I say you must know this because...
*some don't read the chapters
*some don't bother coming to the review
*some don't get the material even when it is introduced in the chapter, stated several times in lecture and in review and EMPHASIZED
*and even if I think I have given the lecture of a lifetime, it is not effective for some
*even when I ensure my questions are at the knowledge level for the majority of test questions, some still don't get it
So, this is how I see it, I can offer my time after class which I will do...but, some just do not have it in their hearts to become nurses and it looks like I just might be weeding some out this semester. I am accustomed to teaching at a higher level but had the higher level Med-Surg instructor review my exam and she agreed that we would be in trouble if they could not do well on it. Regardless, I still feel badly for them. Any suggestions to help me to become more effective? Yes, I realize some may not pass and should not too....
Thanks for any input,
- 3,646 Views
- Nov 21, '03 by indieI once walked into a Med/Surg II level class - I was the 'visiting expert' lecturer on liver disease - and asked each student to put a hand on his/her liver. Half the class placed a hand on the left side.
Next I asked each student, without a book, to draw a rough sketch of the relations of the liver, stomach, pancreas, spleen, gallbladder. After several minutes only about 5 students out of 40 or so had an even half way accurate diagram.
I told the students I would be ready to teach them when they were appropriately prepared, but this might mean a very late evening for them! I asked them to send a class rep to my office when they were ready.
I then walked to the DON and told her what had happened. She was reasonably supportive, but an educator can't refuse to teach and you can't disrupt the day's schedule of classes for this sort of thing. (I knew all this in advance, but had just had enough - these students were supposed to have the prerequisites).
I post the story because it may be the norm you have to learn to deal with. There was a lot of pressure in my school to keep students in the program whatever the issues.
Over a few years I started to post my pre class expectations very clearly, but I did keep them very simple and even posted ways of doing something appropriate even if a student truly had no time. (I was cognizant that one student had a very sick diabetic two year old, etc etc.) Eventually most came with the basics, but it was very hard and took being consistent and insistent.
Other faculty accused me to 'teaching to the test' - I'm not sure this matters too much - the students still have to have the knowledge and I toughed this out.
But I have been thru all your frustrations and understand. Look at the other standards in your school and see what successful (defined as you please) educators are doing. I wish you some success.
- Nov 22, '03 by barb4575Before I began the lecture, I had given them a handout which told them my standard and what I expected them to know prior to my lecture and afterwards. Then, the next week when I began the Cardiac lecture, I had them take a piece of paper out and write the circulation of the heart out in longhand. It was not for a grade and I told them afterwards that it was an assessment tool for me to see where they were and if they had listened to me about the prep.............and I added, so if someone does fail the exam, I will remind you that you are an adult learner and you chose not to be prepared.
There are a few who may not make it this semester and I do not believe that I should fix numbers just so they can be passed on when they are not ready. I have been the Med-Surg instructor who received such students in the past.
Thanks for your reply,
- Nov 23, '03 by Mike RGNIt seems that you have prepared and reinforced all your material, I have been reading your post and trying what I could say aroung motivating the unmotivated.
You have done a much as I could think off, I love the second post about the liver what an idea (I may well try that, it might wake a few up)
All I can say is you sound as your want to educate the students and are trying your best and are dedicated to you work
- Dec 23, '03 by barb4575Mike!
- Dec 23, '03 by BarbPickThese days I am teaching Oncology to grown up nurses, but when I taught in the generic program, I resorted to blackmail.
I learned at an early age, do not read cliff notes, it never failed, the teacher would ask questions that were missed in the cliff notes, never realizing the teacher owned her own copy of the cliffnotes.
BLACKMAIL....I let it be known on day one that information will be given in class that you can't find in a book or on line, only in class. I would offer bonus points for showing up that could make a difference from pass and fail.
The first exam would be a mother.......and the only way to pass was to hear my personal stories told in class. And no taping my lectures.
They showed up for every lecture after that.
- Dec 23, '03 by Tim-GNPFirst of all, not all students will become a nurse. It is not meant for everyone. I look at myself as having a duty to society. I am saying, by passing the students to the next level that they meet the objectives of the level. I will not let society down by passing someone who is not able to master the skills or objectives of the level.
I also have the study groups, etc., etc., etc., if no one comes and they do poorly in the test, I have no sympathy. I do feel bad that they wasted their money, but nothing more. Maybe old age is making me hard... who knows.
One of my patients told me this once years ago.... "you can't save ALL of the whales."
- Dec 26, '03 by barb4575Tim! I will try to remember the whales this semester...:chuckle
- Dec 26, '03 by Tim-GNPI know it sounds like a dreadful analogy... but the more you think about it, the truer it sounds...
- Dec 26, '03 by traumaRUsI'm not an educator, just a plain old ER RN who did the nursing asst-LPN-RN and am now back in school for a combined BSN/MSN. However, I went to nursing school as an adult with two small children (one with severe asthma - ICU admits - the whole deal - several times), my husband was in the military and hardly ever home and I worked full-time. Where are these people's motivation??? It has to come from within. Otherwise you need to consider if you would these people caring for you or your family member?? You sound like a great teacher but sometimes being easy isn't easy. Take care.