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Pursue continuous quality improvement in the nurse educator role Engage in scholarship Function with the educational environment
In the Us, the national league for Nursing Accreditation Commission requires critical thinking as a criterion for the accreditation of nursing program
Think Model
T- total recall (remembering facts or where to find them) H- habits (thinking approaches that are second native) I Inquiry (examining issues in depth and questioning those that may seem obvious) N- new ideas and creativity( individualized thinking that does beyond the usual) K knowing how you think
3. Nursing Reasoning
An intellectual skill based on theories and principles guided by logic and sound judgment to allow for provision of safe quality nursing. The reasoning nurse, assesses, plan, intervenes, and evaluates while providing holistic care in diverse environments utilizing pertinent resources.
This model incorporated some of the cognitive pieces of critical thinking (assumption, inferences and argument) with the steps of the nursing process. It also added predictive thinking where students used logic to present arguments for the intervention they chose.
3. Case Study/ Problem Solving Method/ Discussion Method - Using prepared questions, the teacher then loads students through a discussion allowing students to construct a conclusion for the care 4. Using questions-ways of using questions: questions- reciprocal/peer questioning - Reflective questioning
Planning your teaching strategies for the day does not start when you sit down to write your plans for the next day nor end when the lesson has been taught. It is an on-going process with the teacher onalways looking backward from what has gone and forward to where an activity being planned may lead to. It implies willingness to take time to find out why yesterday s plan succeded while today s plan failed and to use the answer to help make better plans each planning time.
A Competency is: - A knowledge unit (cognitive) - A skill- set (psycho-motor) skill(psycho- An Attitude (affective) - A value (affective/ cognitive/ psychopsychomotor) - A personal characteristic
Competency Standards
Are industry- determined specification of industryperformance which set out the skills, knowledge and attitudes required to operate effectively in employment
Competency Standards for Nursing Practice = A unifying framework for nursing education, regulation and practice
Enabling Competencies
Management of Resources and Environment Research Management
Enhancing Competencies
Research Quality Improvement
Empowering Competencies
EthicoEthico-moral Responsibility Personal and professional development Legal responsibilities
Intermediate Competencies
Are the developmental competencies, the specific skills and knowledge acquired during the process of instruction for the course subject which are geared toward developing terminal competencies. Determined through progress tests
Examples:
1. Utilize the Nursing process in the care of
clients across the lifespan with problems in oxygenation and etc. 2. Apply the research process in addressing nursing/ health problems to improve quality of care.
Terminal Competencies
Outputs what students know and be able to do after they have taken the course subject. The students have already achieved the skill and knowledge needed for mastery as well as the performance expected from these students as they exit from a course subject or from a level
Should be congruent with requisites of work setting/ professional competencies. Determined through performance evaluation/ post test or achievement exam
Terminal Competencies
At the end of the fourth year, given actual client/situation the student shall be able to demonstrtaes competencies in all the key areas of responsibility
Terminal Competency
nursing Education therefore, aims to prepare a nurse who, upon completion of the program, demonstrates beginning professional competencies and shall continue to assume responsibility for professional development and utilizes research findings in the practice of the profession