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Clinical teaching of nursing students has long been an integral part of the educational process for nurses. Because invasive procedures encompass complex nursing techniques usually performed by the professional nurse, teaching of these important skills seems essential. The author discusses the best and safest method to teach invasive clinical nursing skills to nursing students.
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BACKGROUND: Medical physics is a relatively small community but it spans great geographical distances, usually with a scarcity of experts whose expertise could greatly benefit students entering into the field. In addition there are many software systems for which an interactive education method would be most advantageous. OBJECTIVE: To develop a process to optimally use the Internet for real-time interactive remote education of medical physics and to present the experience of the study. METHODS: The project is a collaboration of the Department of Medical Physics at the Toronto-Sunnybrook Regional Cancer Centre in Canada and the Department of Radiology at the University of Malaya in Malaysia. A class of medical-physics graduate students at the University of Malaya attended lectures provided by lecturers in Toronto, using the Internet as the main tool of communication. RESULTS: The different methods that can be used to provide the real-time interactive remote education were explored, and various topics-including traditional classroom lectures as well as hands-on workshops-were also delivered. CONCLUSIONS: The concept of real-time interactive remote education is viable and holds promise for providing economical and practical tele-education to the medical physics community, but depends heavily on the availability of the Internet in many developing countries.
A team of nurses at North Shore University Hospital in Manhasset, New York, has been participating in a global collaboration with nurses at Erebouni Medical Center in Yerevan, Armenia. During this collaboration, they have built on work initiated by representatives of the American International Health Alliance and the American Nurses Credentialing Center (ANCC) to develop application of evidence-based practice in the Armenian nurse's work environment. Their collective efforts have resulted in initiating nursing assessments and plans of care, position descriptions and performance appraisals, competency assessment tools, and performance improvement tools. Overall, the respect for nurses at Erebouni Medical Center has significantly improved. In October 2004, nurses at Erebouni Medical Center were recognized by the ANCC with the Journey to Nursing Excellence Award.
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This article argues that the teaching of behavioral communication skills may interfere with the learning of humanistic nursing practice. By inviting readers to consider moving beyond a method approach, the author discusses the pedagogical value of interpretive inquiry for the teaching-learning of relational practice. The author asserts that, as a "nonmethod," a pedagogy of interpretive inquiry can create opportunities for nursing students to learn and experience the transformative power of relationship, gain confidence in their capacity for relational being and a sense of trust in their ability to be with people in ways that are authentic and meaningful, and develop their overall ability to enact humanistic, relational nursing.
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To truly improve our organizations, we must align three key areas: our organizational vision, our systems, and the people who work there. There must be integrity of purpose to accomplish this. This article explains how, using experimental learning techniques, to make the kinds of organizational improvements we desire. It includes descriptions of more than 10 experiential learning exercises that can be used to align vision, systems, and people.
Collaborative learning processes and problem-based learning methods facilitate critical thinking capabilities for nurses practicing in multidisciplinary settings. Nursing education, as well as that of other healthcare providers, traditionally has been based on behaviorist educational theory. Massive economic and cultural shifts, and the nationwide movement toward community-based healthcare environments will mandate broad changes for structuring the philosophical framework for nursing education. Humanistic collaborative learning methods are proposed to meet the needs of preparing the next century of nursing care professionals.
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The quality of nursing leadership has a powerful impact on nurse retention. Hospitals that employ effective nursing leaders report increased nursing satisfaction, increased group cohesiveness, decreased job stress, and decreased turnover (Wells, Roberts, & Medlin, 2002). The Institute for Johns Hopkins Nursing has developed a unique training program for nurse managers that employs a learner-centered approach and is designed to teach the leadership skills essential to successful nursing management. The Nurse Manager Academy prepares nurse managers to assume management roles with confidence and competence, making them more likely to succeed in one of the most challenging jobs in health care today.
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