Module 7 Discussion Response

Discussion

Responses

:

#1 Natal

lie

Clinical instruction gives the students opportunity to bridge didactic information with

hands on practice. This week’

s readings discussed how to utilize clinical evaluation tools to

assess clinical performance and how the students clinical experience is measured in learning

output and by the internalized sense of fulfillment (Bradshaw, 2019). Focusing on the

outcome appr

oach that clinical instructors not only mentors but guides the students into

making patient centered decisions actions and evaluations that serve as a foundation for

comprehensive care, supports the finding that feedback and debriefing is essential for an

effective learning environment (Bradshaw, 2019).

A pre

-

conference identifies the plan,

lesson, goals and objectives, review what occurred before and plan for what’s expected. The

pre

-

conference is also a time to build a student

-

teacher relationship, throu

gh dialogue to usher

an understanding which supports student engagement (Sudrajat & Rizki, 2021).

As the clinical instructor conducting a pre

-

conference, I would discuss my plan, goals

and its impact on accomplishing the course objectives and the previous

learnings. This is the

time where my students would be assigned a patient and the patient level of care reviewed

using the five phases of the nursing process assessment, diagnosis, planning, implementation

and evaluation (ADPIE). I would also explore the

potential challenges and ways to handle

them (alternative problem resolution) (Sudrajat & Rizki, 2021).

The purpose of the evaluation is to usher student growth into the nursing profession

(Bradshaw, 2019). A post

-

conference is also known as a debriefing s

ession. It is the time for

the group to review and evaluate the management of the assigned patient. Past practices have

shown this to be effective (Sudrajat & Rizki, 2021). My post

-

conference will also allow for

the identification and assessment of patient

interventions (care treatment plans) and the

students feelings moving forward. During this time, I will also review how to apply evidence

-

based practice into scenarios encountered during the clinical rotation. A post conference

enables the student and edu

cator to identify what goals and objectives were meet.

#

2

-

Stephanie

I would start my pre

-

conference for my clinical group with a goal for

the day (Hsu, 2007). This goal is picked by the students and is based on

skills they need to improve, knowledge that they are learning that

needs to be enforced, etc.. (Hsu, 2007) If I d

o not think that a goal is

specific enough or challenging enough for them I will tell them to think

some more and try again. I had this done during my clinicals and my

instructor worked with me to make sure that goal was achieved. Pre

-

conference is also wh

ere the students will learn what patient(s) they

have and the nurse(s) that go with that patient. Lunch time or break

time will also be announced as a reminder. At post

-

conference each

student will give a report on their patient as if it is shift change.

S

tudents will ask any questions needed to be asked or information to

be clarified. From there the student will remind everyone what their

Discussion Responses:

#1 Natallie

Clinical instruction gives the students opportunity to bridge didactic information with

hands on practice. This week’s readings discussed how to utilize clinical evaluation tools to

assess clinical performance and how the students clinical experience is measured in learning

output and by the internalized sense of fulfillment (Bradshaw, 2019). Focusing on the

outcome approach that clinical instructors not only mentors but guides the students into

making patient centered decisions actions and evaluations that serve as a foundation for

comprehensive care, supports the finding that feedback and debriefing is essential for an

effective learning environment (Bradshaw, 2019). A pre-conference identifies the plan,

lesson, goals and objectives, review what occurred before and plan for what’s expected. The

pre-conference is also a time to build a student-teacher relationship, through dialogue to usher

an understanding which supports student engagement (Sudrajat & Rizki, 2021).

As the clinical instructor conducting a pre-conference, I would discuss my plan, goals

and its impact on accomplishing the course objectives and the previous learnings. This is the

time where my students would be assigned a patient and the patient level of care reviewed

using the five phases of the nursing process assessment, diagnosis, planning, implementation

and evaluation (ADPIE). I would also explore the potential challenges and ways to handle

them (alternative problem resolution) (Sudrajat & Rizki, 2021).

The purpose of the evaluation is to usher student growth into the nursing profession

(Bradshaw, 2019). A post-conference is also known as a debriefing session. It is the time for

the group to review and evaluate the management of the assigned patient. Past practices have

shown this to be effective (Sudrajat & Rizki, 2021). My post-conference will also allow for

the identification and assessment of patient interventions (care treatment plans) and the

students feelings moving forward. During this time, I will also review how to apply evidence-

based practice into scenarios encountered during the clinical rotation. A post conference

enables the student and educator to identify what goals and objectives were meet.

#2- Stephanie

I would start my pre-conference for my clinical group with a goal for

the day (Hsu, 2007). This goal is picked by the students and is based on

skills they need to improve, knowledge that they are learning that

needs to be enforced, etc.. (Hsu, 2007) If I do not think that a goal is

specific enough or challenging enough for them I will tell them to think

some more and try again. I had this done during my clinicals and my

instructor worked with me to make sure that goal was achieved. Pre-

conference is also where the students will learn what patient(s) they

have and the nurse(s) that go with that patient. Lunch time or break

time will also be announced as a reminder. At post-conference each

student will give a report on their patient as if it is shift change.

Students will ask any questions needed to be asked or information to

be clarified. From there the student will remind everyone what their