Creating the Optimal Clinical Environment
Nurse educators are responsible for both didactic and clinical education. Much thought and planning goes into determining clinical content and clinical placements. Before you can negotiate clinical partnerships, you must decide on the type of clinical experiences students need and where they can get them. After completing this week's reading, and reflecting on your experiences as a student, consider how an educator should go about making these kinds of decisions.
Initial Post: Use these prompts to think about the topic and share your ideas.
How would things like active learning, action and reflection, and higher level thinking influence your decisions about student placement (i.e. where would you place new students vs. senior students and why)?
Scheduling students on the same floor for longer periods of time allows students to adjust and feel comfortable in the learning environment. On the other hand, more frequent changes may provide a greater variety of clinical experiences. As an educator, how do you choose? Which do you prefer? Which do you think students prefer? Support your answers with information about best practices.
What balance of clinical observation vs. hands on care is optimal and why?
Who should have the greater role in guiding and supervising students on a clinical floor, the instructor or staff nurses/preceptors? How might this be negotiated/configured.
Creating the Optimal Clinical Environment: Decisions in Student Placement and Clinical Education
When it comes to determining clinical content and placements for nursing students, nurse educators must consider various factors to create an optimal clinical environment. This includes incorporating active learning, action and reflection, higher-level thinking, and balancing observation and hands-on care. Additionally, the role of the instructor versus staff nurses/preceptors in guiding and supervising students is a crucial consideration. This post will explore these aspects and provide insights into decision-making processes.
Active Learning, Action and Reflection, and Higher-Level Thinking
Student Placement: When deciding where to place new students versus senior students, a progressive approach is beneficial. New students can be placed in settings that provide a solid foundation for basic nursing skills, patient interaction, and understanding healthcare systems. Senior students, on the other hand, can be placed in more complex environments that challenge their critical thinking skills, decision-making abilities, and leadership potential.
Influence on Decisions: Active learning, action and reflection, and higher-level thinking should influence decisions about student placement. Placing students in environments that encourage these educational approaches enhances their learning experience, facilitates skill development, and prepares them for real-world nursing practice.
Balancing Clinical Observation and Hands-On Care
Optimal Balance: Striking a balance between clinical observation and hands-on care is crucial for student development. While observation provides opportunities for students to learn from experienced professionals and gain valuable insights into patient care, hands-on care enables them to apply theoretical knowledge, develop technical skills, and build confidence.
Best Practices: Best practices suggest gradually increasing students’ hands-on involvement as they progress through their clinical education. This allows students to develop competence while still benefiting from the guidance and supervision of instructors and preceptors. However, observation remains essential throughout the clinical experience to ensure comprehensive learning.
Guiding and Supervising Students: Instructor vs. Staff Nurses/Preceptors
Role Allocation: The roles of instructors and staff nurses/preceptors in guiding and supervising students on a clinical floor should be complementary. Instructors bring expertise in nursing education, curriculum design, and overall student support. Staff nurses/preceptors possess valuable clinical knowledge, practical experience, and patient care expertise.
Negotiation/Configuration: Collaboration between instructors and staff nurses/preceptors is crucial. Instructors can provide guidance on educational objectives, curricular requirements, and assessment strategies. Staff nurses/preceptors can offer clinical guidance, supervise skill practice, provide feedback on performance, and facilitate real-world integration. Negotiating this partnership ensures a comprehensive learning experience for students.
In conclusion, creating the optimal clinical environment requires thoughtful decision-making by nurse educators. Incorporating active learning, action and reflection, higher-level thinking, and a progressive approach to student placement enhances the educational experience. Balancing clinical observation with hands-on care allows for comprehensive skill development. Collaborative efforts between instructors and staff nurses/preceptors ensure effective guidance and supervision. By considering these factors, nurse educators can provide nursing students with a valuable clinical education that prepares them for successful careers in nursing.