clinical teaching

Clinical Learning Challenges Solution

Student Name

Institution

Course

Instructor

Date

There are different problems and challenges identified in the given video. Firstly, there is a lack of proper orientation and instruction provided by the school's preceptor to the student for a particular rotation. The preceptor relies on the hospital nurse, who is already burdened due to short staffing, to teach the student. This results in a challenging situation for the student on the first day, as they feel lost and unprepared.

From the faculty role, it is crucial to address this issue by ensuring that proper orientation and guidelines are provided to the preceptors. Faculty participants need to emphasize the importance of their role in guiding students and actively participating in their getting to know technique. Clear communication with both preceptors and hospital staff about the expectations for student learning is essential (Najafi Kalyani et al., 2019).  Faculty should also be accessible in case of issues and where further needs arises.

In the RN preceptor role, it is important for the preceptor to recognize the responsibility they hold in shaping the student's clinical experience. The preceptor should communicate with the faculty if there are challenges in teaching due to external factors, such as staffing issues. The preceptor should interact with students frequently and guide them step by step in a friendly setting. If time limitations continue, the preceptor should work together with faculty to develop strategies and concentrate on core learning goals.

As for the student role, communication with both the preceptor and faculty is essential. It is advisable that the student should voice out their worries and get a clear picture of what to do. It is essential that the student be actively involved in what they are learning, asking questions, seeking advice and taking initiative (Mkwebu, 2020). If problems persist, the student should bring this issue to faculty attention so that their placement is properly aligned and productive for educational progress.

Addressing the problems in the video requires a collaborative effort between the faculty, RN preceptor, and student, with a focus on effective communication, proactive orientation, and a commitment to creating a positive learning environment despite challenges to enhance the quality of the clinical learning experience.

References.

Mkwebu, T. (2020). Research on clinical legal education: Unpacking the evidence. In L. Thomas & N. Johnson (Eds.), The Clinical Legal Education Handbook (pp. 255–288). University of London Press. http://www.jstor.org/stable/j.ctvk8w167.9

Najafi Kalyani, M., Jamshidi, N., Molazem, Z., Torabizadeh, C., & Sharif, F. (2019). How do nursing students experience the clinical learning environment and respond to their experiences? A qualitative study. BMJ Open, 9(7), e028052.  https://doi.org/10.1136/bmjopen-2018-028052