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Goals I would like to keep in mind when instructing my students include but are not limited to:

• Encourage open discuss.
  • Open discussion can better aid in the learning process. It will allow students to engage in deeper conversation and start to develop more critical thinking skills. By facilitating open discussion I hope to achieve a better sense of my students areas of strength, while also identifying area for growth. During the open discussions, I want to provide a space for students to feel safe, and that their questions and concerns are valid.

• Provide constructive feedback when addressing assignments/clinical work.
  • By providing feedback that is constructive, students can see areas where they may have struggled and how to in return focus on the topic with more critical thinking skills involved.

• Inspire students to find their confidence both in and out of a clinical setting.
  • But instilling confidence in students it can help facilitate deeper interpersonal communication with other disciplines, patients, family members, as well as other students and instructors.

• Have students learn professional boundaries with patients, while encourage them to develop trusting patient-nurse relationships in order to provide the best care they can.
  • Often times professional boundaries can be pushed to their limits. There is a fine balance between building a trusting and caring relationship with a patient and their families and crossing too far. I want to help students develop the skills to remain professional.

• Instruct students on how evidence-based practice is incorporated throughout their nursing careers, and how to find resources to continually find new “best practice” finds.
  • I want to show patients how to find research studies and why evidence-based practice is crucial in the nursing professional. In a career where there is constant change and research to better suite patients it is vital that students know the importance of this. It is imperative that students engage in evidence-based projects because through the evidence gathered often times policy changes for patient safety change based off those results.

N7530 CLINICAL TRACKING SHEET

Victoria Krogg, Elizabeth Jones, & Brooke Pregibon

N7530 Group Assignment

9/18/2019

Clinical Progress Template

Outpatient Hematology Clinical Experience Checklist

(BSN students)

Name of Student: __________________________________________________

Name of Preceptor: __________________________________________________

Assigned Clinical Site: __________________________________________________

Professionalism

Clinical Skills

Interpersonal Skills

Critical Thinking

Student Signature: __________________________________________________ Date: _________________________

Preceptor Signature: __________________________________________________ Date: _________________________

Instructor Signature: __________________________________________________ Date: _________________________

All the above skills are necessary to be a competent nurse. Use of personal protective equipment (PPE) is a safety factor for both the patient and the nurse. Using patient identifiers, checking orders, verifying high risk medications and hand washing is standard of care. The list under professionalism is important because as nurses we are professional and should act accordingly. Interpersonal skills are important because we should treat everyone like we would want to be treated or like we would want our loved ones to be treated. Communication is key in all relationships even temporary ones, so having good communication skills improves patient care. Critical thinking is an important skill that allows nurses to not just do our job but to be able to track patterns and predict possible outcomes as well as implement interventions as needed. 

Post Conference Experience

When beginning to think about a successful post conference experience, I believe it is based on adaptability and the creation of a “safe zone”. As a clinical instructor it is my responsibility to be flexible and reasonable with the discussions that are necessary to discuss each day. Looking at the situations that have occurred, the lessons that were learned, the patient’s that were being cared for, the disease processes behind diagnoses, and the way in which to go about discussing each of these scenarios. The conference material would be heavily weighed on the above situations, as well as consideration from myself or the instructors’ ability to see what topics need to be discussed deeper and adjust discussion based on that. (Koharchik, L., Caputi, L., Robb, M., Culleiton, A. L., 2015)

When starting each clinical day, as an instructor it is crucial to assign students patients that will challenge them and teach them different lessons individually. It is important to know your students strengths and weaknesses, therefore you can tailor each assignment to each student’s specific needs. By being hands-on and learning from personal experiences, I want to enhance what each student is learning in the classroom. I believe adding personal experiences to information read or learned in a classroom can help to make the information for tangible and useful in the future. (Koharchik, L., Caputi, L., Robb, M., Culleiton, A. L., 2015)

Throughout the clinical day, I would be observant of each student and the tasks at which they are completing, and the skills they are acquiring. By observing students throughout the clinical day I will help them develop critical thinking questions for our post conference to help them work through difficult processes. In the event that a major event were to happen throughout the day, I will organize a debriefing during the post conference for each student to discuss the case and discuss ways in which the situation went well, and how they can improve moving forward. It is important as a clinical instructor to allow students to have open discussions about the topics and guide them in the discussions to help them critically think through situations and maintain the proper answers by staying present during their discussions.

I would plan to end each post conference with an opportunity for each student to share one thing in which they found either interesting or have learned from that day. I want them to end each post conference with a positive note. I want them to leave inspired and fulfilled, from the lessons learned that day. I want them to be able to be proud of the work they have done that day, and to be aware of how much their time and ability to care for another individual means, and that their work is not meaningless.

In conclusion, the post conference experience can help enhance skills and knowledge learned each day in clinical. It can help solidify information that may have been foggy in the beginning of the day. It can allow for open discussion of information that still needs addressed. It can allow for students to debrief about difficult cases. It can provide a safe zone for students to speak freely and learn.

Koharchik, L., Caputi, L., Robb, M., Culleiton, A. L. (2015). Fostering clinical reasoning in nursing students. American Journal of Nursing, 115(1), 58-61.

Curriculum Vitae-no address

Click link to open.

Philosophy of Teaching Statement

My philosophy of teaching stems from my personal belief; providing a strong foundation to a new nurse can shape the rest of their nursing career. Reflecting on my own personal encounters, both positive and negative experiences, have helped to shape my philosophy. Having instructors be open, honest, approachable, and creating an environment for not only growth, but failure from which to learn creates positive experiences. I also had negative encounters that have impacted my learning, most of which were related to instructors being unapproachable with concerns and questions and talking at me rather than talking with me. Looking at my past and knowing how much of an impact an educator can have fuels my passion to provide better educational experiences for my future students. I hope to promote confidence, security, and passion in my students as they begin to build their foundation of nursing skills and knowledge.

I plan to instill these qualities in my students as I lead by example. I want to demonstrate this to my students by being a role model, showing passion for my work, and being available to my students when they are in need (Girija, 2012). I will treat each student with grace and kindness. My plan is to show respect to my students by arriving to class and clinical assignments on time, as well as being punctual with grading all assignments. Providing constructive feedback and allowing students to discuss issues that are hindering their learning will also help to increase respect and help develop trusting relationships (Koharchik & Redding, 2016). Being aware of student’s educational needs will help to build a foundation of knowledge from which they will grow and learn from. I will promote security by allowing for independence in the clinical setting when deemed safe, appropriate, and able (Koharchik & Redding, 2016). I will show them how passion can drive continual growth of our field. It drives you to continue to learn and adapt to new practices.  

To adjust to student’s needs, I want to use different modalities while teaching my students. While in a clinical setting, I plan to have both pre/post conferences where we will discuss questions or concerns before and after each clinical day. In our conferences I will allow the students to discuss openly and allow the student to help teach each other based on their studies and experiences. I will include both personal experience and evidence based materials in these discussions. It is my hope that my feedback to my students will be constructive and informative, but also relatable. (Girija, 2012)

While in a classroom setting whether online or in-person, I will include multiple forms of teaching methods such as: online discussion boards, assigned reading material, PowerPoint slides, hands on learning, evidence based research assignments, and group collaboration projects. I will be open to new ideas and feedback from past and current students.  I will be punctual with returning emails related to assignments, questions, or concerns. I will offer both online and the classroom Q&A sessions at the end of each class or in a discussion board open 24/7. I believe a student should not feel patronized or criticized for asking questions. I believe questions mean students are engaged and helps to ensure they are learning to the best of their abilities. (Girija, 2012)

Teaching others has always been a passion of mine and I hope that by instilling this type of teaching philosophy, I can help shape the futures of our nurses. I want to help create a solid foundation for my students by helping them build from the bottom up. Positive experiences when  first learning is crucial, and can shape who they become. I hope to create a healthy learning environment for students by proving that their present experiences can affect not only their professional growth, but also personal growth as well. (Koharchik & Redding, 2016) 

References

Girija, K. M. (2012). Effective Clinical Instructor- A Step Toward Excellence in Clinical Teaching. International Journal of Nursing Education, 4(1), 25-27.

Koharchik, L., & Redding, S. R. (2016, July). Strategies for Successful Clinical Teaching. AJN American Journal of Nursing, 116(7), 62-65.

Essential traits and characteristics of becoming a successful clinical instructor:

• Role Modeling
• Interpersonal Skills
• Clinical Competency
• Safe Environment

The become a good role model as a clinical instructor I plan to:

• Demonstrate knowledge, skill, and attitudes that are ethical and professional to be an example for future students (Girija, 2012)
• By modeling best practice at all times (Koharchik & Redding, 2016)
• Teaching students to uphold ethical standards, and modeling the same behavior to set as an example (Koharchik & Redding, 2016)

By being able to show interpersonal skills, I plan to provide as an example for students by:

• Being receptive of people and their ideas and thoughts (Girija, 2012)
• Providing constructive feedback
• Multi-disciplinary communication, and teaching proper skills on how to communicate with each discipline.
  • Ex: ISBAR communication

Providing a safe environment for students is important, and I plan to provide this by:

• Being approachable, and having a safe space for students to express their questions and concerns openly (Girija, 2012)
• Showing support, and being encouraging
• Allowing a space for mistakes, and a space to learn to learn from them
  • Specifically a space where the mistake can be carried out till the last step, and then correcting it before reaching the patient. This will provide the patient a way to see how far a mistake can go, and how to stop it before it gets too far. That way the patient can learn from their own mistakes and have constructive feedback to learn from in the future. (Koharchik & Redding, 2016)
  • Anticipating that students will make mistakes, and I will provide them with the support and skill to teach them how to learn from them.
• Showing students how past experiences can positively affect their personal and professional growth (Koharchik & Redding, 2016)

Clinical Competency can be demonstrated by:

• Demonstrating knowledge and skill, while coming prepared each day for clinical.
• Knowing your learner individually (Girija, 2012)
• Communicating effectively and breaking down content that into layman’s terms, that are easily applied in the clinical setting.

References:

Girija, K. M. (2012). Effective Clinical Instructor- A Step Toward Excellence in Clinical Teaching. International Journal of Nursing Education, 4(1), 25-27.

Koharchik, L., & Redding, S. R. (2016, July). Strategies for Successful Clinical Teaching. AJN American Journal of Nursing, 116(7), 62-65.

My name is Brooke Pregibon, and I am a nurse at The James Cancer Hospital. I started as an oncology nurse three years ago. I spent two years working inpatient on the acute leukemia unit. I then decided to start travel nursing. My first assignment was on a general oncology unit at Brigham & Women’s Hospital in Boston, Massachusetts. I then moved to Charlotte, North Carolina and started an outpatient oncology position with the Levine Cancer Institute. After 10 months, I moved back to Ohio and started my current position back at The James in the Hematology and Transplant Clinic. I am looking to pursue my career further by advancing my education. By becoming a nurse educator I plan to work alongside students and current registered nurses to help further their knowledge base. The world of nursing is always growing, and to be able to help educate others has been an interest of mine since becoming a new nurse.