Competence in practice for nurses and doctors are now prescribed to be occurring as a result of interprofessional and collaborative practice in the clinical area. Literature suggests collaborative education provides better learning, but collaboration is a matter to learn…
Competence in practice for nurses and doctors are now prescribed to be occurring as a result of interprofessional and collaborative practice in the clinical area. Literature suggests collaborative education provides better learning, but collaboration is a matter to learn. This learning can be initiated while doctors and nurses are both students in the clinical area, but research involving interprofessional learning for both nurse and doctor students is lacking. By questionnaire survey method developed by focus group analysis and pilot studies, groups of doctor students and nurse students will be trained in the clinical area, and at the end of the training, questionnaires will be responded by them. The responses will be analysed to examine the hypothesis, and if proved, this would serve as the future model for further research.Introduction: Active orientation and professional development while in service for nurses is a critical element of a delivery system that sets up high standards for quality of care delivery. Professional nurses are in the scenario of continuous learning, and therefore, they are responsible for their own continuing education. This generates personal and professional growths to the nurse and is a known incentive for persuasion of a higher academic degree. Continuing education is supposed to build on acquired knowledge, attitudes, and skills, where the nurse as a professional would be lifelong learners. Lifelong learning is essential to career development and competency achievement in nursing practice that builds on the scientific base for academic learning in nursing. This consists of competencies, attitude development, eye for evidence, and over all, biomedical knowledge. Additional competencies in collaboration, coordination, interdisciplinary and interprofessional practice activities also serve as media of exchanging knowledge and techniques, and these are critical to modern day health care delivery by the nurses as opposed to single, discipline-specific method of educating the nurses (Mathews, MB., 2003). Therefore, this framework if validated may raise the possibility of alternative learning method in nursing education. The strategies for teaching and learning then would involve educational teaming and exchange between different disciplines and other health professionals in similar categories. Theoretically, this format is expected to provide greater access to professional, interprofessional, and eventually education that entails competency in multiple areas. Obviously, the question arises, why interprofessional learning and education. Medical interventions are diverse, vast, and the health problems are becoming increasingly complex leading to a situation that needs continuous up-gradation and revision of educations (Johnson, AW. et al, 2006).
These challenges can be solved, as has been suggested by the theorists, by interprofessional learning based on collaboration, team work, and learning together. Consequently, interprofessional learning can be defined as an educational approach which occurs in the form of exchanges between two professions or disciplines that interact in order to foster interactions leading to learning collaborations. An example would make things clear. A nursing student's academic learning for nursing activities and a medical student's academic learning, although based in the same area, revolves around different aspects of the medical science. If the students from both these professions are allowed to collaborate on the learning of clinical aspects of the disease and development of clinical skills related to that, both can gain learning and better understanding of the subject, although this process must be based on mutual understanding and respect for the actual and potential contributions of the disciplines (Furber, C. et al., 2004). ...
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More broadly, it comprises “the total learning experiences” in the education process (Bilbao, p. 9). Along this concept, the study is proposed on the dynamic change ordered by the Commission on Higher Education to upgrade the nursing education curriculum in the country through CHED Memo No.
During American Civil War, she served as Superintendent of Army Nurses and did everything possible to ensure better services to the patients, especially to mental patients. At the time of Dix insanity was considered as a social crime rather than a disease and hence nobody came forward to the rescue of the insane patients.
This paper will descusse the research of Oman. In this regard, the researcher will focus on the following research statement to fulfill the aims and objectives of the research:
“Analysis of role of nurses in critical care units, and emphasis on impact of in-service clinical education to alter the status of nurses from followers to leaders in the Sultanate of Oman”.
The title contains the population and the variable. The authors of the article are employees of Columbia University, department of physicians and surgeons. The introduction provides sufficient information concerning the study since it identifies the significance of the study. The purpose of the study is clearly identified in the introduction that is to prove that asioloGM1 is a receptor of P.
Thus, issues can arise if the mentioned elements are not given in the proper way. Communication skills and ethical dilemmas have become major issues in palliative care nursing. For instance, conveying bad news has been the mandate of the physician but the increasing number of patients in palliative care has made it mandatory for the nurses to convey this news.
Despite the fact, that high pressure interface is a factor that is pertinent; the duration of time that is on promoting skin integrity would also play a significant part. In most cases, duration of monetary awards is by the period of time taken to promote skin integrity.
Despite many of the previous studies conducted under the theme focusing on the objective, there lacks empirical evaluation of the findings postulated. This study therefore focuses on generating an empirical justification to the relationship between the missed care by nurses to hospitalized patients and the effects resultant to the patients.
The number of hours a nurse spends with the patient, the quality of care she/he provides, the communication skills she/he has and most importantly patient turn over on a nursing staff and their the hygiene measure a nurse maintains. A lot of studies have shown that having more than 2 patients on one staff has led to consequences and has caused increased mortality and morbidity either due too non attendance of important complaints or due to hospital acquired infections.
As the paper, Leadership in Clinical Nursing Education, declares physicians and surgeons seem to play the role of leader in majority of countries, especially developing nations such as that of Oman, however, findings of different studies have indicated the greater role of nurses in ensuring recovery of the patients.
6 Pages(1500 words)Research Proposal
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