Discussion Responses:
#1 Natallie
Clinical instruction gives the students opportunity to bridge didactic information with hands on practice. This week’s readings discussed how to utilize clinical evaluation tools to assess clinical performance and how the students clinical experience is measured in learning output and by the internalized sense of fulfillment (Bradshaw, 2019). Focusing on the outcome approach that clinical instructors not only mentors but guides the students into making patient centered decisions actions and evaluations that serve as a foundation for comprehensive care, supports the finding that feedback and debriefing is essential for an effective learning environment (Bradshaw, 2019). A pre-conference identifies the plan, lesson, goals and objectives, review what occurred before and plan for what’s expected. The pre-conference is also a time to build a student-teacher relationship, through dialogue to usher an understanding which supports student engagement (Sudrajat & Rizki, 2021).
As the clinical instructor conducting a pre-conference, I would discuss my plan, goals and its impact on accomplishing the course objectives and the previous learnings. This is the time where my students would be assigned a patient and the patient level of care reviewed using the five phases of the nursing process assessment, diagnosis, planning, implementation and evaluation (ADPIE). I would also explore the potential challenges and ways to handle them (alternative problem resolution) (Sudrajat & Rizki, 2021).
The purpose of the evaluation is to usher student growth into the nursing profession (Bradshaw, 2019). A post-conference is also known as a debriefing session. It is the time for the group to review and evaluate the management of the assigned patient. Past practices have shown this to be effective (Sudrajat & Rizki, 2021). My post-conference will also allow for the identification and assessment of patient interventions (care treatment plans) and the students feelings moving forward. During this time, I will also review how to apply evidence-based practice into scenarios encountered during the clinical rotation. A post conference enables the student and educator to identify what goals and objectives were meet.
#2- Stephanie
I would start my pre-conference for my clinical group with a goal for the day (Hsu, 2007). This goal is picked by the students and is based on skills they need to improve, knowledge that they are learning that needs to be enforced, etc.. (Hsu, 2007) If I do not think that a goal is specific enough or challenging enough for them I will tell them to think some more and try again. I had this done during my clinicals and my instructor worked with me to make sure that goal was achieved. Pre-conference is also where the students will learn what patient(s) they have and the nurse(s) that go with that patient. Lunch time or break time will also be announced as a reminder. At post-conference each student will give a report on their patient as if it is shift change. Students will ask any questions needed to be asked or information to be clarified. From there the student will remind everyone what their goal for the day was and if they met it or not. They will then explain if they felt if they met this goal and the reason for this. I would also have students include anything that they saw or experienced during the day that they found interesting, were confused about/want to know more about, or felt like sharing.
Discussion
Responses
:
#1 Natal
lie
Clinical instruction gives the students opportunity to bridge didactic information with
hands on practice. This week’
s readings discussed how to utilize clinical evaluation tools to
assess clinical performance and how the students clinical experience is measured in learning
output and by the internalized sense of fulfillment (Bradshaw, 2019). Focusing on the
outcome appr
oach that clinical instructors not only mentors but guides the students into
making patient centered decisions actions and evaluations that serve as a foundation for
comprehensive care, supports the finding that feedback and debriefing is essential for an
effective learning environment (Bradshaw, 2019).
A pre
–
conference identifies the plan,
lesson, goals and objectives, review what occurred before and plan for what’s expected. The
pre
–
conference is also a time to build a student
–
teacher relationship, throu
gh dialogue to usher
an understanding which supports student engagement (Sudrajat & Rizki, 2021).
As the clinical instructor conducting a pre
–
conference, I would discuss my plan, goals
and its impact on accomplishing the course objectives and the previous
learnings. This is the
time where my students would be assigned a patient and the patient level of care reviewed
using the five phases of the nursing process assessment, diagnosis, planning, implementation
and evaluation (ADPIE). I would also explore the
potential challenges and ways to handle
them (alternative problem resolution) (Sudrajat & Rizki, 2021).
The purpose of the evaluation is to usher student growth into the nursing profession
(Bradshaw, 2019). A post
–
conference is also known as a debriefing s
ession. It is the time for
the group to review and evaluate the management of the assigned patient. Past practices have
shown this to be effective (Sudrajat & Rizki, 2021). My post
–
conference will also allow for
the identification and assessment of patient
interventions (care treatment plans) and the
students feelings moving forward. During this time, I will also review how to apply evidence
–
based practice into scenarios encountered during the clinical rotation. A post conference
enables the student and edu
cator to identify what goals and objectives were meet.
#
2
–
Stephanie
I would start my pre
–
conference for my clinical group with a goal for
the day (Hsu, 2007). This goal is picked by the students and is based on
skills they need to improve, knowledge that they are learning that
needs to be enforced, etc.. (Hsu, 2007) If I d
o not think that a goal is
specific enough or challenging enough for them I will tell them to think
some more and try again. I had this done during my clinicals and my
instructor worked with me to make sure that goal was achieved. Pre
–
conference is also wh
ere the students will learn what patient(s) they
have and the nurse(s) that go with that patient. Lunch time or break
time will also be announced as a reminder. At post
–
conference each
student will give a report on their patient as if it is shift change.
S
tudents will ask any questions needed to be asked or information to
be clarified. From there the student will remind everyone what their
Discussion Responses:
#1 Natallie
Clinical instruction gives the students opportunity to bridge didactic information with
hands on practice. This week’s readings discussed how to utilize clinical evaluation tools to
assess clinical performance and how the students clinical experience is measured in learning
output and by the internalized sense of fulfillment (Bradshaw, 2019). Focusing on the
outcome approach that clinical instructors not only mentors but guides the students into
making patient centered decisions actions and evaluations that serve as a foundation for
comprehensive care, supports the finding that feedback and debriefing is essential for an
effective learning environment (Bradshaw, 2019). A pre-conference identifies the plan,
lesson, goals and objectives, review what occurred before and plan for what’s expected. The
pre-conference is also a time to build a student-teacher relationship, through dialogue to usher
an understanding which supports student engagement (Sudrajat & Rizki, 2021).
As the clinical instructor conducting a pre-conference, I would discuss my plan, goals
and its impact on accomplishing the course objectives and the previous learnings. This is the
time where my students would be assigned a patient and the patient level of care reviewed
using the five phases of the nursing process assessment, diagnosis, planning, implementation
and evaluation (ADPIE). I would also explore the potential challenges and ways to handle
them (alternative problem resolution) (Sudrajat & Rizki, 2021).
The purpose of the evaluation is to usher student growth into the nursing profession
(Bradshaw, 2019). A post-conference is also known as a debriefing session. It is the time for
the group to review and evaluate the management of the assigned patient. Past practices have
shown this to be effective (Sudrajat & Rizki, 2021). My post-conference will also allow for
the identification and assessment of patient interventions (care treatment plans) and the
students feelings moving forward. During this time, I will also review how to apply evidence-
based practice into scenarios encountered during the clinical rotation. A post conference
enables the student and educator to identify what goals and objectives were meet.
#2- Stephanie
I would start my pre-conference for my clinical group with a goal for
the day (Hsu, 2007). This goal is picked by the students and is based on
skills they need to improve, knowledge that they are learning that
needs to be enforced, etc.. (Hsu, 2007) If I do not think that a goal is
specific enough or challenging enough for them I will tell them to think
some more and try again. I had this done during my clinicals and my
instructor worked with me to make sure that goal was achieved. Pre-
conference is also where the students will learn what patient(s) they
have and the nurse(s) that go with that patient. Lunch time or break
time will also be announced as a reminder. At post-conference each
student will give a report on their patient as if it is shift change.
Students will ask any questions needed to be asked or information to
be clarified. From there the student will remind everyone what their