Capstone Project : A New Clinical Instructor Essay

The article stated that “the CE professionals should apply and improve educational interventions using evidence based adult and organizational principles in appropriate contexts that produce expected results for physician learners and the organizations.” This competency provided a range of helpful interventions. Some of these included, “emphasize problem-based/practice-based learning, offer educational consultation within physician organizations to identify goals for education that are specific to practice and measurable, consider multidisciplinary educational interventions when appropriate, provide longitudinal interventions when appropriate.” Also, in this competency assistance is conducted to support physicians in learning to evaluate appropriate data. Supplying the proper knowledge for educational interventions is one way this article improves education and the health

Capstone Essay Two I completed my 96 hours of capstone experience at Cass Lake Indian Health Services. Although I did not originally pick this location for myself I thoroughly enjoyed the experience. I was able to see a lot of minor things, likes sore throats and coughs, and a few bigger things, like chest pain and hypoglycemia. I feel like I have learned a lot over the past couple of weeks and been able to do things that I might not have been able to do at bigger hospitals like initiating IV’s. This experience has showed me that my passion really is for the ER/ Urgent Care setting.

Throughout this program, each class has really broadened by skills and knowledge to prepare me for practice as a family nurse practitioner delivering excellent evidence-based medicine. The first class where we learned about the role of the advance practice nurse really set the tone for what to expect as a provider and what each role entails. Moving on to the theory class, it was discovered how much nursing theory really plays a part in caring for patients. My knowledge was increased on the different theories and how one can relate them to patient situations by participating in discussion questions and preparing papers. Also, it was known that theory is what guides research to better patient care. Pathophysiology was really the building block for the makeup of the human body. One has to be proficient in knowing how different systems in the body function and how they can be affected by other processes. By reading the provided textbooks, writing papers, and participating in discussion with other classmates, my knowledge of pathophysiology was taken to a new level. The 2 advanced nursing classes really reinforced common problems that can affect different parts of the human body and how care should be managed for these conditions. There was an abundance of learning during these 2 classes that really helped prepare us for clinical rotations and

This class was very challenging, interesting, and informative. First, students must push themselves to expand their knowledge and help themselves become more inquisitive, critical, reflective, and problem solve. As future professional nurse practitioner, we are striving for integrating clinical judgment skills. The knowledge gained in the textbook must be applied in the clinical settings without discrimination.

In my current role as a nurse educator I feel the desire to pursue my dream of obtaining a master’s degree, specializing in nursing education. It has been 27 years since I have sat in the student chair in a classroom; therefore, I anticipate a number of challenges and barriers to overcome. In this paper I will present and describe three challenges that I expect to be faced with over the next two years. I will also discuss the strategies I plan to use to address these challenges.

The purpose of this journal is to reflect on my experience and skills gained during my clinical placement at Ben Taub Hospital. On my first clinical day, I was excited and nervous at the same time. My first placement was in the PREOP/PACU area. I was assigned to help a patient who had been in the PACU area going on 2 days. Normally, once the patient comes from surgery they are only in the PACU area for a short period of time before they are discharged home or given a bed in another area of the hospital. This particular patient still had not received an assignment for a bed. The physicians would make their rounds to come check on him daily. The patient was a 28-year-old Hispanic male, non-English speaking, he had a hemicolectomy. He had a NG tube, urinary Foley catheter, and a wound vac. My preceptor had just clocked in and she needed to check on the patient’s vitals and notes from the previous nurse. Once she introduced me to the patient and explained while I was there, she then asked me to check his vitals. (Vital signs indicate the body’s ability to regulate body temperature, maintain blood flow, and oxygenate body tissues. Vital signs are important indicators of a client’s overall health status (Hogan, 2014). I froze for a quick second. I have practiced taking vitals numerous of times and I knew I could do it correctly. I started with the temperature first, when I was quickly corrected on a major mistake I had made by my preceptor. I HAD FORGOT TO WASH MY HANDS and PUT

My patient’s mother not only knew the medication but every single surgical and medical history this patient had, including the exact date and year. I have never met a person almost in their 90’s with such knowledge of someone else’s health history. She a someone who makes a new admission so smooth! Obtain accurate health information is the first step into treatment. I can already feel my assessment improving since being in this class. I feel as if I am paying more attention to small detail as well as the proper way to do a head to toe assessment. I have found that I forgot some of my skills since graduating nursing school. At times when we are doing an assessment it becomes just a routine and we forget the small things. I am guilty of forgetting to take off patients socks. I did that until one day I went back later to assess their heels and found an ulcer. That was the last time I ever forgot to take off someone’s socks. I do feel we need things like the “I forgot to do that” moments to make us a better nurse. I also pay attentions to others mistakes and an “ah ha” moments. At times we are not always going to be the ones who learn something but rather we are going to learn through others mistakes The Jarvis books had great pictures to ensure I am

Properly identified theories and methods that provide a framework for the development of clinical instructor competencies are essential. Nursing theorists provide a foundation for the science of nursing. Transitions theory (Meleis, 2010) guided the capstone project for clinical instructor competencies. Transition theory defines organization transition as changing environmental conditions that affect the lives of those functioning within the environment (Im, 2010). One of the many roles of a clinical instructor is to expose students to the changing environment in which they will function. Properties of transition include awareness, engagement, change and difference (Im, 2010). One of the goals of the capstone project was to ensure that

This self-reflective paper is focused on what I’ve learned about myself this semester regarding my strengths, and weaknesses. Concentrating on areas of my professional practice that need improvement and discussing two goals I have created for my self, and how I plan on achieving them. This semester I have discovered I have two key strengths those being a dedication to the practical nursing program, and seeking help in the program when I need it. This trait is hopefully carrying through as a strength in my nursing career. However, I have many weaknesses to work on as a student and future nurse. Along with my shortcomings, there are fears I have looking into the future, into CPE 1 and term 2. Those are the fears of not being good enough in

Teaching and learning in the clinical setting is not a new concept and the teaching of clinical skill to nursing student ranks high on the current agenda of nurse education (Pfeil, 2003). Therefore, has be the duty of teachers to continue to provide ongoing guidance during teaching and learning taking place. According to While (2004), the mentor is required to feel personally and professionally confident when assessing the student’s performance. This allows the development of the students will become better and more effective.

I believe that the following factors are critical in clinical learning: goal setting and sharing, coaching/guidance and reflections/feedback. For each of these areas, I have identified my strengths, limitations, and tools I can implement in my teaching.

As a student of nursing program I am doing 220 clinical placements at True Davidson long term care. On the first day of my clinical, I was so excited and quite nervous too. On that day, I picked one patient and it was my first experience to handle the client individually. I am going to write about that I eventually learn something from my first clinical experience. My buddy nurse told me to go to client’s room and ready her for breakfast. Then, I went her room and said her to be ready for breakfast. She looks at me and seems angry. At that time my mind was wandering that what I did mistake to her. It was the fifth week of my 220 placement, however, that event has left a permanent effect on my mind and it comes to my mind on every

For instance, prior to suctioning a tracheostomy patient, Becky explained the steps of suctioning, outside of the patient’s room. She also gave me simple pointers that made a huge difference in giving care, such as, how to determine which side of the patient I should position myself while suctioning a patient with a tracheostomy. Our teamwork was a prime element that contributed to the effectiveness of our patient’s care. In addition, while performing nursing tasks under the supervision of my preceptor, I received praises and more importantly I felt motivated to master as much skills as the opportunities presented themselves. I was challenged, yet, Becky was preparing me to critically think in a dynamic

The responsibilities for students in Fundamentals clinical are very basic and very important. We would complete morning care with the support of a PCA, take vital signs, assist with breakfast and lunch, and converse with the patient. Before we started every shift, we would get a short report on our patient. My patient was Ms. A.R., a 75 year old Russian lady. She was admitted to the hospital for chest pain, and was diagnosed with type 2 diabetes two years ago.

First, I was not aware that educators must be knowledgeable of how political and institutional factors influence their roles and responsibilities (“National League”, 2012). For example, during the program educators were informed that he or she needed to rearrange their planned teaching activities to ensure that staff were up-to-date on core competencies and aware of hospital policies/procedures to pass an upcoming accreditation (i.e., The Joint Commission) survey, which clearly impacted their workload and stress levels. In addition, several educators had to rearrange vacation plans causing discontent in the department. Secondly, I identified a personal gap in knowledge exists for participating in curricula development. Although, I gained some experience during the program with revising nursing curricula (e.g., Mental Health, lesson plans, etc.), I realize that additional practice is necessary to gain clinical competency. Thus, I have set person goals and plan to network with senior nurse educators to acquire new knowledge and skills to enhance my future