Nursing Staff Education - Essay Example

?Nursing Staff Education Nursing staff education is the official learning as well as training of nursing staff on their functions and obligations on care of patients. The aim of the training is to enhance professionalism and autonomy in their duty of hastening recovery of patients. The training equips the nurses with skills to carry out their duties effectively and thus helps improve the image of nursing profession. The training also aids in expanding critical thinking and should be done throughout the nursing profession to help nurses deal with new cases as well as technological developments. Another importance of nursing education is to enlighten the nurses on what is require of them as well as the most effective way of resolving issues pertaining to their duties as professional (Keating, 2010,p. 3-5; Bradshaw& Lowenstein, 2011, p.1). Nursing Learning Styles These are hypothetical models, which suggest the existing manners of acquiring knowledge and help teacher or lecturer plan and meet the needs of their students. Nursing is a profession characterised by great diversity in terms of culture as well as economic status of the individuals practicing it as well as the patients the nurses attend to or interact. Nursing professionals are required to learn how to theorize, visualize, analyse, and then come up with the solution to resolve problems. The profession involves carrying several activities ranging from calculating dosages to complex interventions on matters pertaining to patients. To understand how different learning styles apply in nursing education, it is important to have some understanding on the modes of learning applied by different nursing students. Individual learning skill required include visual, Auditory and kinaesthetic (Bradshaw& Lowenstein, 2011, p.279-282; Brockbank, 2002, p. 25). Visual is a critical learning technique for nurses and require that lecturers use material such as charts and illustrative diagrams in lecturing. Organizing notes into diagrams is also an important strategy used in nursing education. Auditory learning involves ability to listen and understand information, which is improved through recording information. Kinaesthetic is a mode of learning that suits individuals who prefer when information is presented in different forms other than having to listen to lectures (Ewan & White, 1991, p. 28; Ewan & White, 1991, p. 44-50). There are several learning styles but nursing profession aims at combining the different individual learning modes to come up with comprehensive styles to take care of the entire individual profession. Nursing educations combines four learning behaviours found among nurses and include activist, reflectors, theorist, and pragmatist. The learning styles should aim at getting the learner to come out of their comfort zone and be able to experience, reflect on incidents, conceptualize the ideas and then make plans (Keating, 2010, p. 47; Ewan & White, 1991, p. 28). Activism entails involving the learners into several activities to enable them gain experience. This increases enthusiasm and the urge to lean more. This enables nurses to handle emergencies. Activists frequently involve themselves with other people and act fast. Demonstrations work well for this group of learners (Jarvis, 2006, p. 10-12; Brockbank, 2002, p. 33-35). Theorists are those learners capable of integrating vast quantity of information and adapt it into logical hypotheses. They prefer leaning through use of models, theories, as well as case analysis. Reflectors have the capability of viewing information from different perspectives. They prefer learning by collecting information or case studies and analysing them. They are therefore reasonably accurate in making conclusions. They are also good auditory learners and tend to be cautious. Most nurses fall in this category. Use of discussions helps learners in this category Oermann & Heinrich, 2008, p. 50-55). Pragmatists are learners who desire to try out new ideas, which may include theories and novel techniques. They are innovative learners who seek for information and try out new applications through experiments. They are confident, prefer practical learning other than lectures, and are participative in learning. Proper learning for nursing should therefore encompass the four aspects or styles. After any experience, the learner should review it, and make conclusions that should help them in future planning (Jarvis, 2006, p. 7-12; DeYoung, 2009, p. 33). Relationship between Lecturer and the Nurses and Students Nurses in Training Both lectures and nurses in service should act as mentors and role models to be emulated by the nurses under training. Nurses in service should act as role models to nurses under training by being examples to enable the learners acquire knowledge on clinical training. By observing the nurses in practice, students are able to reflect on concepts learnt in class. Role modelling gives the students a chance to gain experience without having to use trial and error (Bradshaw& Lowenstein, 2011, p.395). Lectures should on the other hand act as mentors by providing an environment that enables students can freely express their views as well as make accurate choices. The lecturer should teach in certain areas while in others he should act as a facilitator by directing learners but letting them handle the activities either as groups or as individuals. Lectures should be mentors to nurses under training by being examples that the trainees can follow (Keating, 2010, p. 145). General Goals and Learning Objectives for Any Diabetes Course The objectives of nurses learning diabetes course of education include, gaining knowledge on distinguishing diabetes types 1 and type 2, being able to explain their epidemiology, pathogenesis, as well as diagnosis. Another objective is to learn how to manage diabetes and possible complications that may arise in patients with diabetes.al these enable the nurses handle the diabetic patients appropriately (Cockrell, 2010, Web). How to Improve Competence in Nursing Improving competence in nursing entails enhancing creativity and training to enable nurses to augment their innovativeness in finding new solutions to emerging problems. Another way of improving proficiency in nursing is by gaining knowledge on basics related to computer technology to enable access of up to date information, interpret it, and apply it in everyday activities. Accessing information on any advancement in the field of medicine increases flexibility in the activities of nurses (Wittmann-price & Godshall, 2009, p. 203,233). Being in a position to access web based information also enables incorporation of new technologies such as eLearning for continuous learning. Mentorship programs can also play a vital role in motivating nurses to be better and aim higher (Howkins & Bray, 2007, p. 46) Getting a mentor is important as mentors offer guidance on decision-making. Scholarships provided to nursing professionals enables them acquire more knowledge through learning. Hospital and colleges managements can improve competence by introducing exchange programs between nurses from different countries or states to expose the nurses to a wide range of experiences. Another strategy for competency improvement is by getting a role model through whom you can learn how to carry out practical activities (Keating, 2010, p. 293; Oermann & Heinrich, 2008, p. 45). . Works Cited Bradshaw, M. & Lowenstein, A 2011. Innovative Teaching Strategies in Nursing and Related Health Professions. Jones & Bartlett Publishers, Boston. Brockbank, A 2002, Reflective Learning in Practice. Gower Publishing, Aldershot. Cockrell, l 2010, Diabetes, Type 1.Wild Iris Medical Education, Viewed 16 May 2012 DeYoung, S 2009, Teaching Strategies for Nurse Educator. 2nd ed. Prentice–Hall, New Jersey. Ewan, C. & White, R 1991, Clinical Teaching in Nursing. Chapman & Hall, London. Howkins, E., & Bray J 2007, Preparing for Interprofessional Teaching: Theory and Practice. Radcliffe, Oxford. Jarvis, P 2006, Theories and Practice of Teaching. 2nd Edition. Routledge, London. Keating, Sarah 2010, Curriculum Development, and Evaluation in Nursing, Springer Publishing Company, Oklahoma. Oermann M. & Heinrich K 2008, Annual Review of Nursing Education: Challenges and New Directions in Nursing Education. Springer, New York. Quinn, F. & Hughes, S 2007, Quinn's Principles and Practice of Nurse Education. 5th Edition. Nelson Thornes, London. Wittmann-price, R. & Godshall, M 2009, Certified Nurse Educator (CNE) Review Manual. Springer Publishing Company, New York. Read More