The Light in Their Eyes

Julie Reyes, DNP, RN

I am a clinical instructor for Med Surg 1 students. I absolutely love this position. I eagerly arrived at the hospital the day before our clinicals began to meet my students for the first time and give them a tour of the hospital, as well as lay out my expectations for their semester.

I think they were more eager to begin than I imagined, because even though I arrived 10 minutes early, I was the next to the last to arrive! I walked into the waiting room to a sea of royal blue uniforms. I quickly surveyed the faces and saw some anxious, some relaxed, and some...exhausted. I quickly introduced myself, and thus, began a wonderful relationship between amazing young students and me.

Walking through the hospital, I pointed out where they would be doing most of their clinical time: the step down cardiovascular unit and the neuro unit. Additionally, everyone would get to spend a day in the emergency department, which they seemed particularly excited, yet nervous about. As we walked around the hospital, I could feel their anticipation and readiness to begin.

We gathered in a seating area in the shade under the trees and I began to explain to them my expectations for them as a student nurse representing our university and our profession. I explained to them the grading system, when careplans were due, what I expected to see on the careplans, etc. I asked them to all take a "selfie" and text it to me with their name. Now I know they know my number and encouraged them to call me anytime they needed to discuss anything related to our clinicals - unless it was after 9pm, no one is allowed to text/call between 9pm-6am!

As the first day of clinicals approached, I sent them an email outlining what group they would be in, when they were to be assigned to the ED or certain floors, and my expectations for each day. On one day, they had to show me how they assessed their patient. Another day, we went over the drugs they were administering to their patient, and why, and the education related to the medication.

We discussed labs and what they meant to their patient, and if labs were not drawn that they considered important, my students learned how to effectively communicate their concerns to their preceptor or the primary care provider. My students were required to provide discharge instructions (even if the patient had days until discharge) and preventive education that would be pertinent to the patient's primary diagnosis, as well as discuss the plan of care with their patient and the family.

I assisted my students as they shakily started IVs on real patients instead of a plastic arm. I watched them start or remove foleys, and provide wound care. I walked them through colostomy care and peg tube medication administration. Nervous and slowly my students began to find their confidence. I saw them hustle to take vital signs and empty foley bags, give bed baths and reposition their patient.

We discussed their patient in post conference, each student giving report by following a SOAP note, and pointing out body systems in the assessment portion. We heard of the dying patient, the combative patient, the CPR and chest compressions they provided to a young man in the ED, and the crying family members left to mourn his passing. We discussed little victories, problems, questions, and concerns. We went over EKGs and murmurs so they could be able to recognize their patient's rhythm when they looked at the monitor, and recognize if that rate/rhythm was a concern.

I have seen my students come in timid and insecure in their role as a Med Surg 1 Student Nurse, and I have been able to stand back and, like a proud coach (mom), watch them take off and fly. My students are now handling two patients on their own, and providing total care with confidence. They have learned how to search for answers, advocate for their patient, and stand on their own two feet. They have grown in teamwork, communication skills, and in their profession.

I have seen remarkable improvements in the careplans they turn in - from the first frightful careplan that was graded pretty hard - to careplans worthy enough to be called "scholarly". I beam as I grade their papers, with goals that are realistic; interventions which are timely; pertinent rationales; and outcomes which are thoughtfully measured.

As we near the last day of our clinicals, I am proud to look back on how far they have come. I review their evaluations I have been working on from the first day of clinicals until now, and I am glad that they have spread their wings and learned to fly.

....and I am grateful, so very grateful, that the future of our nursing profession is in good hands.

The Light in Their Eyes

About Julie Reyes, DNP, RN

More Like This