By, Kate ONeill, RN, MSN Adjunct Faculty

Definition according to Nursesource.org master level prepared nurse (at min) work in hospital and/or university setting serves as role model provides leadership practices in class room or clinical setting professional change agent future oriented life-long learner creative, flexible, critical thinker

develop courses/programs of study teach & guide evaluate learning document educational outcomes advise coach/mentor prepare future professionals improve clinical practice professional writing & speaking walk & talk really fast live on little sleep void q day

How do we do
Who does

IT in the clinical setting?

IT well? Why do they do IT well? How can I do IT better?

What are they? What do they mean?

The teacher needs to:

- be the students best friend - let the student have freedom & choices - do everything for the student

The teacher ALWAYS knows best

The teacher will solve all the problems & have all the answers Students learn best when they are afraid or stressed out

Students FEEL SUPPORTED when faculty hover over them

The student needs to tell the faculty every aspect of their personal life/problems
The student expects the faculty to know it all & do it all I am paying you for teaching me so YOU need to do everything to help me pass

Students should be able to work full time & go to school without affecting their performance Teachers should take working & family into account when grading them

Students who ask questions look dumb or weak

1) Faculty Presence in the clinical setting

Being there.. be available Not hovering Sharing attention equally Spending time during new procedures

2) Reviewing with the students

- Debrief situations, procedures, & assessments before & after doing them - Prioritize information - Sift through data on charts & lab info

Student nurses are NOVICES:

-beginners in their educationAND -return to this baseline level with each each NEW skill
( Emerson, 2007 )

Demonstrate beginner-like behaviors:

limited inflexible rule-governing

( Benner, 2001)

3) Approachable to the students:

- faculty must be open & approachable to student learners without fear or penalty - faculty can not appear to busy, rushed or bothered by student questions - students can ask questions & challenge areas of practice w/o feeling stupid

1) Faculty Presence 2) Reviewing 3) Approachable

Surprisingly, NOT. most educated or most knowledgeable or most degrees

1) Hindering the student:

Defined as - inability to promote learning

uncaring teachers uninterested in student learning uninterested in the student themselves making the student feel stupid correcting students in-front of peers

Hinder students thinking by:

ask too many factual questions provide answers too soon not allowing sufficient time to process ??s inadequate listening to student responses unable to clarify/redirect or ask another way

2) Disrespecting the student:

- making the student feel stupid or weak - correcting students in front of peers - trivializing the students need or position

3) Hovering

being present & taking over teacher does it all instead of student always looking over students shoulder making the student feel nervous or unsure

4) Student Favoritism:
teachers pet spend majority of time with fun student give easy assignments to same student give challenging & exciting experiences to same student

5) Teachers Way is the ONLY way:

Students often: - loose creativity in their learning - feel that they have to please the teacher and do it THEIR way to survive - better to Keep Quiet than challenge - fear Clinical Failure if they tell

Qualities that enhances students personal and professional growth: (McGregor, 2007)

Trust with students Respect for the students Mutuality for the teacher-student relationship (we are in this together)

Randy said
I dont understand why I just keep making all these stupid mistakes. I mean, Im not stupid. I make check lists, I come prepared. I even do well on tests. When I get to clinicalforget it. I get all nervous & I cant get my act together. If I make 1 more error, Im so afraid Im going to really hurt somebody. My Instructor hates me now. Shell never let me graduate. Now Im so scared, I cant even think.

1) What does Randy need? 2) What strategies can we use to help him?

How do we help BEFORE its a problem??

proper student & faculty site orientation read over Hospital P & P discuss course syllabus & impt dates review specific assignments hands-on review of hospital paperwork

debrief at post conf with time for Q & A keep anecdotal notes at least 3 yrs give informal daily feedback doc formal feedback via written assignments 1:1 midterm & final evaluations

meet with nurse manager and ENS meet with staff know WHO really is in charge arrive on time communicate to staff course expectations share space patient needs come first bring donutsfood works

#1 Student has NO idea he/she is failing

#2 Student was NOT given proper remediation #3 Student doesnt feel he/she got a fair clinical grade or evaluation

guide & facilitate the overall student learning experience coach the budding professional in proper: - standards of conduct - standards of practice grow student thinkers develop safe patient-care providers

Gatekeepers of Nursing Determine competent vs. non-competence Responsible for future of the Profession

Effective coaches Role models Knowledgeable Current in practice issues

Clinically competent Flexible Fair Consistent Motivational

KEY to the Future KEY to student Success

Make a KEY difference one student at a TIME