Innovative Approaches in Nursing

Presented by: Ronil C. Bachao

Core Competencies of a Nursed Educators

Facilitate learner development and socialization Use assessment and evaluation strategies Function as a change agent and leader Facilitate learning Participate in curriculum design and evaluation of program outcome

Pursue continuous quality improvement in the nurse educator role Engage in scholarship Function with the educational environment

Suggested Teaching Strategies

Teaching Critical Thinking Skills - Why critical thinking skills? - Health care professional must use critical thinking skills to solve increasingly complex problems - As educators we need to help students develop their critical thinking skills to maintain and enhance their competence

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

2. Habits of the Mind and Skills Model

Core Critical Thinking Skills - Analysis - Inference - Interpretation - Explanation - Evaluation

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.

Other Teaching Strategies

1. CATS ( Classroom Assessment Technique
Strategy) - Ask students to write a minute-paper minute1. What was the most improtant thing you learned today? 2. What questions related to the lesson remain uppermost in your mind?

2. Cooperative Learning Strategies

Putting students in group learning situations in the fast way to foster critical thinking. In properly structured cooperative learning environment, students perform more of the active critical thinking with continuous support and feedback from other student and the teacher.

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

5. Use writing assignments/journal writing 6. Group discussion 7. E-learning E-

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.

BSN AS A COMPETENCY-BASED COMPETENCYCURRICULUM

Competency a combination of the skills, knowledge, attitudes, values and abilities that underpin effective performance in a professional/ occupational area

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

11 Key Areas of Responsibility

1. Safe and quality nursing care 2. Management of Resources and 3. 4. 5. 6.
environment Health Education Legal Responsibility EthicoEthico-moral Responsibility Personal and professional Development

11 Key Areas of Responsibility

7. Quality Improvement 8. Research 9. Record Management 10. Communication 11. Collaboration and Teamwork

Patient Care Competencies

Safe and Quality Care Communication Collaboration and Teamwork Health Education

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

Three Levels of Competencies

Entry Competencies at the beginning of the curriculum inputs what students bring with them in the course subject. - Terminal competencies of previous/ earlier course/ year level - Determined through Pre-requisite tests Pree.g. pre-test on the Anat and Physio on repro prebefore taking up concept on labor & delivery

Three Levels of Competencies

At the end of the first year, the student shall have acquired an understanding and awareness of himself as an individual and as a member of the family, the community, and the world with emphasis on personal, societal and professional values responsibilities, rights, and an awareness physical, social and cultural milieu.

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