Nursing Education Practicum Discussion Questions
Topic 9 Discussion 1
As part of learning and interactions, nurse educators constantly communicate with learners, patients, supervisors, and peers. Communication enhances relationships and offers an opportunity for feedback, evaluations, and self-reflection. Feedback is a process of communication that entails evaluation, discussions, and organization which can be used in the modification of behavior (van de Walle-van de Geijn et al., 2020).
Feedback is an essential part of the nursing curriculum that should be provided on a regular basis regarding learners as well as nurse educators. Through feedback, one identifies their strengths and weaknesses. Positive feedbacks improve motivation to achieve goals, while negative feedbacks help individuals reconsider their actions and align them to the expected outcomes. However, failure to receive or provide feedback may lead to false assessments and sending of mixed messages.
As a nurse educator, I expect feedback and evaluations from both learners and co-workers. This feedback, positive or negative, enhances improvement in nursing education and practice. Feedbacks provide direction, motivates members, encourage engagement, and improves individual performance.
For instance, positive feedback that highlights the strengths of a nurse educator motivates one to improve further to provide quality skills and knowledge to learners. Learners can also utilize their strengths to interact with a nurse educator to improve their grades as well as sharpen their skills for future practice (van de Walle-van de Geijn et al., 2020). I intend to utilize my strengths to influence positive growth and learning in my institution.
On the other hand, negative feedback portraying weaknesses offers an individual an opportunity to reorganize themselves and come up with new strategies to bury their weakness and build their strengths. When faced with criticism and negative feedback, I will stay calm, identify areas requiring adjustment, and then address them. I believe I will have a positive impact in my institution to improve the general outcome of learners as well as administrative functioning.
van de Walle-van de Geijn, B. F. H., Joosten-Ten Brinke, D., Klaassen, T. P. F. M., van Tuijl, A. C., & Fluit, C. R. M. G. (2020). Upward feedback in nursing: A matter of giving, taking and asking. Nurse Education in Practice, 45(102792), 102792. https://doi.org/10.1016/j.nepr.2020.102792
Topic 10 Discussion 1
Clinical nurse educators interact with patients, learners, and other clinical staff members during teaching. Effective communication and interpersonal collaborations are key to patient outcomes and interoperability of the health system that nurse educators must be aware of at all times.
Interdisciplinary collaboration is essential in the delivery of safe, comprehensive, and therapeutic patient care (Emich, 2018). Similarly, it improves the learning experience. However, miscommunications, financial strain, and tension may impair interdisciplinary collaboration. Therefore, nurse educators should impose strategies that enhance communication and interdisciplinary collaboration.
Nurse educators demonstrate effective communication skills that help in interaction, communication, and collaboration with other individuals. Effective communication can be demonstrated through active listening, maintaining eye contact, avoiding assumptions and presumptions, being truthful, being empathetic, and allowing uninterrupted communication (Emich, 2018).
Additionally, nurse educators can engage learners by asking questions that will enable learners to provide clear and precise information that clarifies issues. Fortunately, effective communication helps in promoting decision-making, improving problem-solving skills, enhancing leadership skills, and establishing, developing, and strengthening interpersonal relationships.
Improved communication is an essential part of improving interpersonal collaboration. In addition, nurse educators can improve interpersonal collaboration in several ways to improve communication. For example, increasing mutual respect and trust among team members is one way. Enhanced accountability, collegiality, professionalism, and precise definition of roles and responsibilities can help improve trust and respect and ultimately improve interpersonal collaboration (Emich, 2018).
In addition, creating a culture that supports equal power and autonomy through appreciating unique skills, strengths, and individual contributions can enhance collaboration. Other ways of improving interpersonal collaboration include holding each member accountable, incorporating more resource personnel, handling conflicts effectively, and enhancing teamwork and togetherness within an organization (Emich, 2018).
Finally, addressing the obstacles to interdisciplinary collaboration, such as personality differences, culture and ethnicity, disruptive behavior, and language barriers, will help in improving interpersonal collaboration.
Emich, C. (2018). Conceptualizing collaboration in nursing: EMICH. Nursing Forum, 53(4), 567–573. https://doi.org/10.1111/nuf.12287
Topic 11 Discussion 1
Describe how the implementation and refinement of your lesson plan impact quality improvement in your practicum setting
Nurse educators take pride in mentoring and preparing future nurses to attain competency levels that will impact the quality of care and quality improvement. The refinement and implementation of a lesson plan impact quality improvement in the healthcare setting, including the intermediate medical unit.
Teachers synthesize the curriculum goals through lesson plans with pedagogy and knowledge of specific teaching contexts (Yonkaitis, 2020). Additionally, lesson plans influence every aspect of learning, including assessments, classroom management, curriculum delivery, and the success of learners and teachers. Its importance has made it a key component of teaching that every educator must have.
Using a refined lesson plan helps in adequate coverage of the program`s content. A lesson plan acts as a blueprint for teaching and learning by defining the scope of contents in the practicum setting (Yonkaitis, 2020). It helps allocate time and time management for every bit of content, as aided by breaking the curriculum into units delivered in each session. This leads to effective content delivery and effective management.
Additionally, a lesson plan helps in the management of the classroom as guided by learning goals and activities that influence the interactions and methods of content delivery (Yonkaitis, 2020). Lesson plans also enhance teachers’ success as predicted by learners’ success.
Describe two to three outside influences on the curriculum revision process. How does curriculum revision affect quality improvement?
Curriculum revision is an ever-ongoing process in a learning institution and is influenced by several external and internal factors. Examples of external factors include teaching methods, learners’ needs, stakeholder influence, and the ability of learners to perform in the curriculum. Because learners are the beneficiary of a curriculum, learners’ needs should be assessed and the curriculum revised to meet the abilities, needs, and learners’ interests to enhance learning (Goodson & Schostak, 2021).
The stakeholders also provide directives based on the assessment and available evidence to influence the revision of the curriculum. Fortunately, curriculum revision enhances the quality of education by introducing new concepts that spearhead reviews and adjustments that enhance quality improvement. Some limitations to learning are also addressed through curriculum revision.
Goodson, I. F., & Schostak, J. F. (2021). Curriculum and coronavirus: New approaches to curriculum in the age of uncertainty. Prospects, 51(1–3), 29–45. https://doi.org/10.1007/s11125-020-09523-9
Yonkaitis, C. F. (2020). Lesson plan basics: Teaching in the classroom with confidence. NASN School Nurse, 35(3), 136–139. https://doi.org/10.1177/1942602X19893038
Topic 12 Discussion 1
Nursing Educator Role on Organizational Effectiveness.
In addition to taking care of patients, nurse educators teach future nurses skills and knowledge for patient care. Nurse educators mentor, offer guidance, and train learners in educational and practical settings (Coffey & White, 2019). The training offered by nursing educators equips learners with the necessary skills and knowledge that improve the competency necessary to take care of patients.
Nurse educators also undergo continuous updates of knowledge and review the available evidence to ensure learners receive a high-quality education that addresses the ever-changing healthcare demands as well enhances skills necessary for quality care and improved health outcomes (Coffey & White, 2019).
They also impart leadership and effective communication skills to learners. Such actions help in improving organizational effectiveness and influence how patient care will be conducted in the future. Without the guidance, mentorship, and training offered by nurse educators, the quality of care would be jeopardized through the production of undertrained nurses.
The area requiring improvement in my organization and change model
Infection prevention is a crucial component of healthcare and patient care that every healthcare strives to improve. Simple practices such as handwashing can be used to prevent infection. Despite being a simple procedure, not all healthcare personnel in my organization adhere to handwashing practices, jeopardizing patient care and increasing the risk of infection. Improving handwashing practices is an area that requires improvement.
Change models can be used to implement change in the organization, including infection prevention. Kotter and Cohen`s change model is an example of a change model I have used. The model has eight basic steps, including creating a sense of urgency; forming a powerful coalition; creating an organizational vision for change; communicating the plan; removing barriers and obstacles; creating short-term wins; building on the change, and anchoring changes in the culture (Baloh et al., 2018).
Following all the steps is necessary to implement change and influence patient outcomes. Therefore, the implementation of an infection prevention practice of regular handwashing will reduce infections and increase health outcomes.
Baloh, J., Zhu, X., & Ward, M. M. (2018). Implementing team huddles in small rural hospitals: How does the Kotter model of change apply? Journal of Nursing Management, 26(5), 571–578. https://doi.org/10.1111/jonm.12584
Coffey, J. S., & White, B. L. (2019). The clinical nurse educator role: A snapshot in time. Journal of Continuing Education in Nursing, 50(5), 228–232. https://doi.org/10.3928/00220124-20190416-09
Topic 13 Discussion 1
As a nursing educator, learning is a continuous process to improve my knowledge and impact my learner`s outcome and success. I enjoy teaching in general. Teaching learners involves various aspects, including explaining, questioning, demonstrations, and assessments.
These activities aim to enhance interaction between learners and students and produce a change in students’ behavior. I apply all the aspects of teaching in my practicum, leading to an improved learning experience. Impacting my learners motivates me to engage in various research and practices to discover new evidentiary methods to improve learning.
Boyer`s Model of Scholarship
The scholarship is a vital component of nursing practice and general health. Nursing scholarship involves the generation, synthesis, translation, application, and dissemination of knowledge from various forms of inquiry that inform policy, healthcare delivery, clinical practice, and nursing education (Neubauer et al., 2021). Additionally, nursing scholarships also advance teaching, research, and nursing practice. I plan to advance my scholarly activities as guided by Boyer`s model of scholarship.
Boyer`s model was developed by Boyer, an education reformist, who challenged all disciplines to embrace academic work as a whole rather than having a narrow view of scholarships (Islam et al., 2020). This model has four major domains providing a framework for nursing education and scholarship. These domains include the scholarship of discovery, integration, application, and teaching. I intend to use all the domains.
For instance, I will utilize the scholarship of discovery to engage in the research necessary to discover new knowledge and use evidence to solve problems. Upon discovery of information, I will integrate the information into nursing practice to improve patient care.
Regarding the scholarship of communication, I will disseminate research findings through publications, presentations, and policy changes to help solve healthcare problems. Finally, the scholarship of teaching involves the transfer of nursing information from expert to novice learners. I have engaged in teaching learners in the intermediate nursing unit and will continue with the same in the future.
Islam, M. A., Taheri, R., McBane, S., & Talukder, R. (2020). Faculty assessment of scholarship of teaching and learning among United States pharmacy programs. Currents in Pharmacy Teaching & Learning, 12(10), 1163–1170. https://doi.org/10.1016/j.cptl.2020.04.025
Neubauer, L. C., Merzel, C., Weist, E. M., Corvin, J. A., Forsman, A., Fraser, J., Henderson, H. L., Hinyard, L. J., Opacich, K. J., & Runnerstrom, M. G. (2021). Realizing promising educational practices in academic public health: A model for the scholarship of teaching and learning. Frontiers in Public Health, 9, 750682. https://doi.org/10.3389/fpubh.2021.750682
Topic 14 Discussion 1
The desired degree of learning indicates the expected level of achievement a learner is expected to attain and can be used in conjunction with curriculum mapping and outcome statements. Various categories including introduced, reinforced, and mastered can be used to describe the degree of learning with mastered being the highest level.
After assessing my learners, their level suited reinforced. The reinforced level is designed to assist and improve the development of knowledge relevant to the learning result. Despite students gathering the comprehension of content, they still require help when dealing with complex applications.
The method used in data assessment
Data used for the assessment can be retrieved from various sources. The use of formative assessment is an example and the most relevant source of data. Formative assessment entails various activities carried out in the classroom to evaluate students, including oral presentations, taking tests, writing assignments, self-assessments, and peer assessments (Schüttpelz-Brauns et al., 2020).
Formative assessments help teachers to understand the concepts and skills learners are struggling to grasp. Related to formative is a summative assessment that utilizes standardized tests to assess learners’ progress (Schüttpelz-Brauns et al., 2020). However, summative assessments can be misleading sometimes. Combination with formative assessment and observations is encouraged when using summative assessment.
In addition, indirect assessment is another method that can be used to collect assessment data. This method utilizes surveys, use of external examiners, course evaluations, and curriculum analyses. Fortunately, assessments can be used to guide learning activities as well as planning for the future.
The assessment data is beneficial to teachers, learners, and institutions and helps in planning. For instance, the results of a summative assessment can be used to track individual performance. In case many learners fail a particular test; teaching strategies should be analyzed and appropriate adjustments are made to attain better results in the future (Schüttpelz-Brauns et al., 2020).
In addition, assessments also help in the creation of individualized teaching strategies to meet student needs. Finally, assessment data can also influence curriculum development and revision to meet the needs of learners while improving performance.
Schüttpelz-Brauns, K., Karay, Y., Arias, J., Gehlhar, K., & Zupanic, M. (2020). Comparison of the evaluation of formative assessment at two medical faculties with different conditions of undergraduate training, assessment, and feedback. GMS Journal for Medical Education, 37(4), Doc41. https://doi.org/10.3205/zma001334
Topic 15 Discussion 1
Nurse educators are an essential part of the healthcare organization. Their key role is training and equipping future nurses with the necessary skills and knowledge required for the provision of quality patient care (Coffey & White, 2019). They also provide educational resources and support to staff to enhance patient care.
In addition to training, nurse educators are a vital component of the healthcare team and use their leadership skills to collaborate with other nurses in various leadership positions, including managers, administrators, and executives. They create a collaboration that spearheads the development and works towards improving patient care.
As members of the collaborative team, nurse educators provide joint effort in their capacity to guarantee the achievement of goals. They also play various roles. For example, nurse educators can develop and avail training materials to new members of an organization, thus equipping them with the necessary skills and knowledge to perform in their new positions (Azar, 2021).
Additionally, they also participate in the formulation and implementation of policies and procedures that enhance patient care. They engage other members through dialogue and come up with various policies. Their participation ensures the development of evidence-based policies and procedures that meet patient needs and enhance the quality of care (Azar, 2021). Furthermore, they offer training and educate healthcare members about the policies and procedures to enhance their implementation.
Regarding NLN`s nurse educator competency, I foresee myself as a nurse educator. I will integrate my leadership skills to influence healthcare and implement changes that benefit patients. For instance, I will use my expertise in providing proficient training that sharpens both the clinical skills and nursing knowledge of learners who will provide quality care. In addition, I will also participate in the formation of policies and procedures as well as enhance the process of implementation of such policies. Finally, I will lobby for changes that improve patient care.
Azar, K. M. J. (2021). The evolving role of nurse leadership in the fight for health equity. Nurse Leader, 19(6), 571–575. https://doi.org/10.1016/j.mnl.2021.08.006
Coffey, J. S., & White, B. L. (2019). The clinical nurse educator role: A snapshot in time. Journal of Continuing Education in Nursing, 50(5), 228–232. https://doi.org/10.3928/00220124-20190416-09
Topic 16 Discussion
Grand Canyon University (GCU) is a Christian-based institution whose activities and teaching a guided by the actions and teachings of Jesus Christ. Faith is integrated into the curriculum. Additionally, learners are encouraged to live and practice while honoring God and serving others diligently.
According to Christian identity and mission, GCU learners are also encouraged to find their purpose in service while allowing opportunities for developing self-awareness, skills, knowledge, and depth of character. This extensive preparation ensures that graduates from a GCU demonstrate proficiency and engage the world with a sense of purpose and vocational calling.
As GCU graduates, the nurse may choose to incorporate education, religion, and employment for the provision of a respectful and caring environment. Learning and education can be demonstrated through active participation in nursing organizations, carrying out procedures, and educating nursing groups regarding various aspects of care (Hensarling et al., 2020).
As per religion and faith, a nurse may choose to offer holistic care as guided by a Christian worldview. They may also choose to put the interest and needs of others before theirs while embracing values of love and service delivery in their workplace. In addition, nurses may set aside some time to pray and contemplate, discuss spirituality, and engage other workers in matters of faith. The ultimate goal is to provide good services that enhance outcomes.
In addition to fostering a caring and respectful climate, nurses are advocates. Advocacy is meant to prevent human rights, enhance patient safety, and improve the quality of care. Nurses can be involved in advocacy in several ways. For instance, a nurse can join organizational committees to improve their chances of being involved in matters affecting patients directly (Nsiah et al., 2019).
Additionally, nurses can educate patients about their rights as well as their diagnosis and review files to ensure patients are receiving the appropriate care. Other ways through which nurses can be involved in advocacy include research, social media education, holding campaigns, and sharing knowledge about advocacy with young healthcare providers. I can emulate the same to enhance advocacy.
Christian Identity and Mission. (n.d.). GCU. Retrieved December 8, 2022, from https://www.gcu.edu/why-gcu/christian-identity-and-mission
Hensarling, R. W., Shelton, L., & Thomason, A. R. (2020). Faith integration in the development of an interprofessional education faculty fellowship. Journal of Christian Nursing: A Quarterly Publication of Nurses Christian Fellowship, 37(3), 165–169. https://doi.org/10.1097/CNJ.0000000000000733
Nsiah, C., Siakwa, M., & Ninnoni, J. P. K. (2019). Registered Nurses’ description of patient advocacy in the clinical setting. Nursing Open, 6(3), 1124–1132. https://doi.org/10.1002/nop2.307