This paper shall demonstrate how to develop and enhance the learning environment in the area of professional practice. The chosen area is the training and assessment of healthcare assistants and Registered Nurses in the use of syringe drivers/pumps. This paper is being undertaken in order to establish a clear understanding of the health practice. …
Before the means to develop and enhance the learning in my area of professional practice for a patient can be established, it is important to discuss first the different principles of learning which relate to the quality of feedback, individualization, relevance, and their applicability to practice. There are eight principles of learning which have to be considered in health education. These principles include: multi-sense learning, active learning, primacy and recency, tell them what you are going to tell them/tell them what you have told them, feedback, reward, practice and repetition, meaningful material, and holistic learning (Egle, 2007, pp. 4-5). In multi-sense learning, two or more senses are utilized, allowing the students to hear, to see, and touch, and to do (Kroehnert, 2000, p. 10). By using various techniques, it is possible to provide visual, auditory, and kinaesthetic outlets for more effective learning.
Another principle – active learning also refers to learning by doing (Martyn, 2007, p. 71). This principle sets forth fact that as participants become more actively engaged in their learning, they are also likely to be engaged in the learning and application, as well as in the problem solving, and in case studies (Egle, 2007, p. 4). The third principle, primacy and recency – discusses that learners often remember the first and the last experiences (Castel, 2008, p. 429). A thorough and comprehensive introduction and conclusion are therefore important aspects of learning. The principle of telling them what you are going to tell them, and telling them what you have told discusses the fact that chunking or dividing lessons into mini-sessions can improve the learning process (Egle, 2007, p. 4). The fourth principle, that of feedback sets forth the importance of feedback from learners and trainers (Office of Assessment, Teaching, and Learning, 2010, p. 46). The message is actually the feedback; participants need feedback to assess their progress and the leaders need feedback to evaluate the sessions. The fifth principle is reward. This is about experiencing success and reward. Most people feel better when they are rewarded for their efforts and feeling good about themselves often leads to more improved efforts in their activities (Egle, 2007, p. 5). The sixth principle is reward, revision, and reinforcement (Sutton, 1999, p. 2). This principle sets forth that memory needs repetition of materials; the more it is repeated, the more it is ingrained in one’s memory. The seventh principle is on meaningful material. This principle basically sets forth that materials are related to previous knowledge and that participants are likely to learn best with materials which are relevant (Egle, 2007, p. 5). The last principle is on holistic learning. This principle s ...
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Adult Nursing Practice: Care of the Patient with Stroke Introduction Education, especially in the field of nursing, involves both the inculcation of nursing theories, as well as the application of these theories into the clinical practice. The weight of these two components of learning vary depending on the views of the nurse, but some authors claim that the practical application of nursing theories is a more important facet of nursing education.
In this study, the researcher will focus on three main questions to have a better comprehension of the important aspects of EMS, defects in the present Nigerian health sector and the almost non-existent EMS as observed within the country, and to formulate ways to elevate the almost abysmal condition EMS in Nigeria, in a most cost-effective way.
However, despite of taking the abovementioned medication, her complaints were not alleviated but had progressed gradually instead. The patient is now presenting with complaints of altered levels of consciousness, which bring her to seek for hospital admission.
There are also one of the main causes of death in accidents (Kim 2011). Being a critical care nurse in the emergency department, I encountered such a case. I was working at the teaching hospital affiliated with my college a few months back when a 23 year female, Elizabeth reported to the emergency department at 1am at night (the names have been changed to respect the privacy of the patient).
Among these changes, the incidence of falls composes a major public health problem due to the physical vulnerability of the elderly population (Ray et al., 2005). Inquiries into the best practices for preventing falls in the long term care setting are, thus, justified and potentially solving a major problem.
or her occupation. However, these boundaries are subject to change in terms of flexibility, exchange and expansion with respect to the evolving needs of patients, organizations, and the society at large. On the other hand, the standards of the nursing profession are authoritative statements that describe the level of care and performance that are common to the profession of nursing according to which the quality of nursing can be judged (Bell, 2012).
This can be achieved through the kind of students' clinical experiences in varied health care agencies such as acute-care hospitals, residential outpatient psychiatric facilities, extended-care facilities, and community-based health agencies which are integral part of a nursing education.
Non-preventable adverse effects can include sepsis following an acute and unpredictable injury. Patient safety emphasizes reduction of adverse effects that are preventable that arise from medical errors (Healy, 2009). Adverse advents, which are
These effects make some part of the brain not to function well. Symptoms include difficulty in speaking or understanding, inability to feel or move one side of the body or loss of vision to one side or body, and someone feels like
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