TECHNOLOGY USED

 Students must learn how to use the varied technological tools required for the patient care.

 They must also learn the computerized chart systems in various agencies.

PERSONAL DIGITAL ASSISTANT ( P. D .A)

 A personal digital assistant (PDA) is a mobile device, also known as a palmtop computer. PDAs

are used to take notes, hold contacts, and connect to the internet.

 Newer PDAs commonly have color screens and audio capabilities, enabling them to be used as

mobile phones (smartphones), web browsers, or portable media players. Many PDAs can access

the internet, intranets or extranets via Wi-Fi, or Wireless Wide Area Networks (WWANs). Many

PDAs employ touchscreen technology.

 PDA can able to access textbooks, drug references, standardize nursing care plans, and

medication calculator.( White et al;2005)

 This type of technology can help change the focus of learning from memorization to accesing

information when needed.

NIGHTINGALE TRACKER

 a form of pedagogical technology that applies the basic handheld computer function to

community- based clinical nursing.

 Includes dedicated computer server and a customized PDA device that provides the students in

the patient's home with data and communication abilities.

 Enables students to access clinical data in home, to speak to the faculty member via a telephone

line, and to document care to touchscreen menus using the Ohama Patient Care Record System.

If you are using PDA's for clinical education, you must ensure that the students Know The regulation

HIPAA set and must comply by the students. They must remove patients identifiers, such as name and

numbers, and must password protect access to the PDA.

LEARNING CONTRACTS

 define as a written agreement between an instructor or supervisor and learners, spelling out the

learner's outcome objectives.

 Learning contracts has been used successfully in undergraduate and graduate education, for RN

to BSN students for adult learners, newly staff during orientation.

 Each staff member may have slightly different learning needs and interest. It may include

learning objectives related to organizational abilities, communication skills psychomotor skills,

pharmacology, disease related knowledge, patient teaching or any nursing skills.

 The role of educator is to consult with the learner in the development of the objectives.

 Table gives an example of a part of a learning contract for a new staff nurse during orientation

LEARNING RESOURCES NEEDED ACTIVITIES AND MEANS OF

OBJECTIVES ACCOMPLISHMENT VALIDATION
Improve communicating Literature search Analyze essential Instructor will evaluate the
skills with families of elements f communication therapeutic adequacy of
dying patients in this scenario the conversation.

Assignment of terminally After taking with the

ill patients. families, recount the
conversion with the
preceptor.
Correctly perform Procedure manual Perform the skill in the Instructor will evaluate
colostomy care skill laboratory performance in the skill
laboratory
Practice skills in Perform the skill on a Preceptor will evaluate
laboratory patient with supervision of performance with the
the preceptor. patient.
assignment to patient with
a colostomy
JOURNAL WRITNG

 also known as log, reflective journals, and narrative pedagogy, are very effective in enhancing

clinical learning in any settings.

 Promote active learning and reflective practice and are built on the theory of constructivism.

 As what students think and write about their latest experience in clinical practice as they

construct their own learning.

 BLAKE (2005) LIST SEVERAL PURPOSES OF JOURNALS:

GAINING MEANING FROM EXPERIENCE

MAKING CONNECTION BETWEEN THEORY AND PRACTICE

APPRECIATING OTHERS PERSPECTIVES

DEVELOPING CRITICAL THINKING SKILLS

IMPROVING WRITINGS SKILLS

 CRAFT (2005)- as a mean of documenting the science of nursing and a way of coping a highly

emotional or traumatic incidents in professional life.

 You may give a list of questions or topics to guide the students journal entries.

1. Describe a critical event or a case that took place during your clinical days?

2. Why was this event or case important?

3. What did you learn in the situation?

4. What nursing theory helps you understand what happened?

5. What might you do differently if you encountered the situation again?

 Whether the journal entries are structured or not, it is helpful to give the students sample entries

to review and discuss before they begin their assignments.

 Variations of journal can be adapted to different levels of students.

 Some educators believe that grading a journal reduces its value as a mean of self-expression
 and creativity.

 Journals that requires certain factual information, as well as feelings, can indeed be used as a

measure of learning.

 Reflective practice has been written about studied extensively in recent years.

 Ruth-Sahd defines reflective practice as a “means of self-examination that involves looking

back over what happened in a practice area in an effort to improve or encourage professional

growth.

 He analyze the findings of the studies done between 1992 and 2002 and reported the following

outcomes:

1. Reflective practice is not spontaneous. It requires motivation and coaching.

2. Skills in RP develops overtime.

3. RP requires imagination and creativity because the process is nonlinear.

4. RP enhances critical thinking.

5. In order to implement RP, students must have a safe, open and trusting environment.

6. Educators do not often take time to reflect on their own practice.

With guidance and practice, it seems that both students and educators can learn to use reflective

practice skills to deepen their understanding of their practice.

POSTCONFERENCE

 one of the most challenging areas for nurse educators.

 Post conference are often unstructured seminars that allows creativity but can dissolve into

meaningless.

 In acute care or long care settings, the conference is usually held before the end of the shift

where in students are tired and less participative.

 Few learners seems to believe that they learn everything that could possibly learned during the

practice time and feel that postconference is boring.

 Purpose of postconference is simply to let the students enumerate the things she or he had done

for the client.

 The primary topic for discussion should fit in with the laboratory objectives.

 e.g:

disease condition

etiology and risk factors

symptomatology

pathophysiology

treatment

nursing management

 a profitable discussion and Q&A could then follow to allow the learners think about the case of

their client.

 Time should be allow for learners to air their feelings about the nursing in general or cliniical
experience in particular.