In all practice disciplines, e.g., nursing, medicine, law, teaching, etc, knowing theory and setting goals for interventions and so on is not enough. It will not ensure that one can actually carry out the plans or use the knowledge of what needs to happen in actual particular cases where patient and illness particularities often call …
Carol Thorn has students create a list of potential clinical problems from a patient assigned to one of her clinical students. The students are given the patient’s age and other demographics along with her current medical conditions, social circumstances and admitting diagnoses. The students are challenged to come up with potential problems that this patient …
Lisa Day Demonstrates how she prompts students’ clinical thinking. She uses silence to allow students to think and then gives thoughtful responses to their answers. Questioning is at the heart of creating clinical imagination and developing the student’s understanding of particular clinical situations. Open-ended questions, with no one right or wrong answer, reveal the student’s …
This short video illustrates “situated coaching” for a new graduate nurse while providing direct, safe participation to create maximum clinical learning. By situated coaching, we mean teaching and experiential learning in actual clinical situations. The new graduate is coached to understand clinical implications as the situation unfolds. Learning directly from whole clinical situations has high impact on …
Sarah Shannon, who teaches clinical nursing ethics, provides real clinical cases that raise ethical issues and asks students what they would do in the situation. This case is compelling and involves the ethical demand of disclosing the error of starting resuscitation on a patient who has a DNR order, unbeknownst to the clinical staff in the radiology suite. This …
Marye Fuqua provides some valuable insight into what makes an effective preceptor of new graduates. Since she is relatively new to nursing herself, she has a clear memory of the learning challenges of transitioning school to work, and what coaching practices did and did not work for her when she was a preceptee. She fosters autonomy in …
Continue reading “Coaching for Autonomy, and Authenticity with Marye Fuqua pt 1”
Marye Fuqua provides some valuable insight into what makes an effective preceptor of new graduates. Since she is relatively new to nursing herself, she has a clear memory of the learning challenges of transitioning school to work, and what coaching practices did and did not work for her when she was a preceptee. She fosters autonomy in …
Continue reading “Learning Time Management and Organizational Skills with Marye Fuqua pt 2”
In Part 2 of our interview with Preceptor Vickie Sattler, we hear how a preceptee is coached through a patient’s death to provide the best care and comfort to both the patient and family.
A strong preceptor program can dramatically improve a hospital’s retention rate of new nurses. However, the of the emergency department preceptor faces unique challenges as they work quickly in situations that may fall outside the orientee’s experience and clinical knowledge. Vickie Sattler of Spokane, WA, meets the challenge with excellent situated coaching and local knowledge …
Continue reading “Vickie Sattler: Two Key Roles for Preceptors pt 1”
The transition from nursing school to working on the hospital floor as a nurse is huge. What happens when a system-wide program supports the entry of the nurse into their new setting? How does a Preceptor Training Program help expert clinicians become excellent at situated coaching? I interviewed Lynn Stapleton in Spokane, Washington to learn …
Continue reading “Lynn Stapleton on Socialization & Formation on the First Job”