Clinical Experience of Student Essay Example for Free

Clinical Experience of Student Es enounceMy learning through come in the runner year has been helped by an unerring optimism in the value of nurse, and an appreciation that each and e genuinely mundane interaction augments my at dispose. This enthusiasm, however, has ca employ an inhibitory effect on my self- exacted researching, and created conflict in just about placement aras. age busting my role as a nurse, my activities as a person at home and beyond have diminished, as I attempt to ad yet to the demands of both domains (Spouse 2003109).I resent distracting influences, and frequently municipal pressures restrain my desired pace to accumulate f essential knowledge. As described by Palmer et al. (199440), my learning disregard oscillate between two extremes, all or nonhing. Spouse (2003) depicts the school-age child nurses need to develop multi-tasking skills emotionally, mentally and physically as they are caught between the cultures of clinical areas, compeer- driven University aliveness and home. The conflicts arising from these settings create a disharmony, which I believe for some, may undermine treat as a life history choice.The competence of a afterlife nurse is evaluated by evidence-based documents, instructors, mentors assignment and examination ends and is based on a continuum of regular assessments. The learning experience of a student nurse remarkably influences own practice in clinical areas, as strong as the performance aim of the student in academic matters. First timers in clinical revolution engage themselves in the initial stage of familiarizing and accustoming mavens self to the practice becomes crucial. This is the advert when printed theories in books and hand outs are recalled nd reshuffled in the mind in order to carry out the best intervention suited for a particular situation.It was never easy for the a novice student nurse to be assigned in the OB ward or in the emergency populate without sufficient knowl edge about postpartum care or familiarity with the basic instrument used in minor surgeries. Also, inadequate and in effective education influences the manner that angiotensin-converting enzyme gains necessary principles and skills needed in actual and assisted delivery upshots. This has affected the coping strategies of the trainees to unalike problems arising in the clinical settings.In reality, some just performed as assistants instead of handling actual deliveriesthis is also dependent to the hospital protocolsand some were just given over free cases. This fact has urged otherwises curiosity to get a hasty view of the first learning experiences of the other nursing students who are also in the same level. Some people ought to assess the level of students change with the respect to different conflicts they have encountered so that appropriate im firements in nursing education programs will be obtained. The trend to commit oneself to healthcare field has not yet wiped out curiously in nursing art.Students give awaym to be devotedly engaging themselves into this line as receiven with continuous enrollment of freshmen students and transferees, may it be influenced by financial demands, personal preferences, or just by current blooms. The Professional Regulation guardianship reported that the country has an oversupply of 400,000 licensed nurses (Porcalla, 2008). With this fact that in that respect are relieve thousands of nursing graduates in the country who are either unemployed or working as call center agents, clerks, salesladies or salesmen, discouragement in the part of the fresh high school graduates is still invincible.Though many say that those temporary jobs are just their means of earning money while waiting for the board examination, individual encounters prove that a significant percentage of those graduates would just end up working in the same assign others fortunately have passed the board and served as volunteer nurses to gain exp erience during the initial age of the profession and some might have dealt with hard life or just settled down rise up families. For so many reasons, nursing vocationfor someterminates there, which should not be.Why is it that even universities have started to desexualize accepting nursing enrollees due to overpopulation of out-of-work nursing graduates, the governments need for ideal healthcare system is still unmet? The conclude would beit is a matter of competition In the Filipino context, it goes, Matira ang matibay. As with the student admission criteria of one hundred eleven medical schools in the United States, education programs and requirements filter nursing students meticulously (Reynolds, W. Scott, P. A. , capital of Texas W. , 2000).Spouse (200342) depicts the student nurses need to develop multi-tasking skills emotionally, mentally, and physically as they are caught between the cultures of clinical areas, peer driven university life and home. The conflicts arisin g from these settings create a disharmony, which Greenwood (2003) believes for some, may undermine nursing as a career choice. Aside from it, it is not new to hear stories about taking the course with the dictate of the mother in exchange for the big Dollar sign neither a complaint for expensive matriculations and a ledge of three-kilogram-books.According to Rep. Satur Ocampo, Low and inappropriate budget of DOH for 2009 now pegged at 28. 9 billion still does not address the problem of the exodus of nurses in the country(Porcalla, 2008). It is one of the major sicknesses of the countrys healthcare system which puts down the field. But with the growing population and high expectancies of quality care and competence, nurses should be skillful in integrating theoretical frameworks, as well as nursing philosophy, into real life situations so that high quality care can be delivered and optimal health will be met and promoted.Nursing is an art, an art of caring. Nurses are much involved i n lots of health teachings and interventions and are expect to portray a variety of roles. Be it as an educator, communicator, caregiver, counselor, advocate or as a leader, a nurse should possess a well-defined body of knowledge and expertise in the field especially on actual scenarios (Kozier et. al. ,2008). Student nurses may be perceived as trainees, yet it is far aside from that thought. It is incorporating oneself to and embracing the vocation of helping and providing care in order for mastery and dedication to be more(prenominal) likely.The developmental educative process in nursing is a sophisticated and complex combination of scientific, logical, humanitarian, communicative, experiences and psychomotor skills, designed to consolidate abilities to produce knowledgeable doers (Greenwood 2003, Sajiwandani 2000, Slevin 1992, Cheung 1992). Nursing students at this point of time should be unadventurous whether they have delivered or could deliver appropriate care. They have to be very vigilant because they deal with a lot of toxic things every single day (Tacdol, 2008). It is not anymore in a schoolroom setting, it is more of real life situations.When at the area, there is no room for mistakes. No more dummies. No more trials. The reflective process enables the students to gain a sense of proportion. While researched academic study underpins practice, there are frequently qualifications made by nursing staff about ward performed procedures, stating real-life situations employ differing methods to those taught in the class room. These instances challenge students assumptions and provide impetus for further clinical reflective investigating (Spouse 2003, cited by Greenwood 2003).They also serve to demonstrate the existence of multiple methods of care delivery, attuning them to motives and perspectives of other practitioners in the healthcare team, indicating that others have legitimate reasoning (Palmer et. al 1994 cited by Greenwood, 2003) The performanc e of students in the clinical area is greatly affected by difficulties they encounter especially in their first clinical duty. Factors include kind with clinical instructors, misunderstandings arising from group works, hospital policies and requirements, alterations in contingencies when handling patients and so on.As new members of the healthcare team, adjustment to different stressors seems to be crucial. It is an undeniable fact that problems with the clinical instructor top all. Many claim that schoolmasters sometimes do not provide favorable atmosphere for learning. Using negative reinforcement is one of the examples. Others found this as beneficial since it helps the students to ask questions, enhances perception, and inhibits recurring of errors. But many negate this assertion.Embarrassment, comparison to other schools, and stickling behavior of the superior notably outweigh the benefits it should have made. Although many have agreed that the student nurses are very effecti ve in delivering their duties and responsibilities in the clinical areas, there should still be improvement in the learning turning away of the education provider because there is no room for mistakes in the medical profession because it deals with a very fragile thing-life- and a single mistake may cause an enormous damage which is death.The students must be adjustd and trained well before their exposure in the clinical areas so as not to commit error (Babula et. al. , 2006). Group conflicts much(prenominal) as lack of teamwork have something to do in accomplishing case studies. Hospital policies and protocols may at times become annoying and confusing. Different shifts and location of clinical duties tend to be the second in the list. Personal moods and anxieties affect functioning of the whole personality which may result to unproductive planning and ineffective nursing interventions (Abaravar et. al. , 2006).Moreover, unexpected problems arising when handling patients are to be aided with compatible interaction between the instructor and the students while correction and giving of remedies are done (Amania et. al. , 2008). The identification of these commonalty conflicts that are actually the factors which affect the level of performance of nursing students in clinical duties extensively work out up good adaptation behaviors and ease up finding solutions to the mentioned conflicts. Because of the continuous efforts made by some concerned people behind the nursing education? students, educators, and also the registered nurses in the profession? improvements in nursing curriculum has been made.Though distinction between the old and new curriculum of the program have been clearly identified, effectiveness of each are still debated and talked about more often. For nursing education and nursing career does not end in passing all the academic studys and completion of the PRC forms, one has to fount himself in difficult situations when nursing judgment b ecomes a necessity. As nursing student begins on the lane of career, he or she finds new opportunities unfolding as from within which brighten the path ahead.The kaleidoscope image used on the cover of the 7th edition of Fundamentals of Nursing by Kozier and Erb is an everchanging piece of art with its colors, vigilant and form. As it turns, it represents new opportunities for beautiful new designs. Seeking light and reflections to form new shapes allows one to plain-spoken ones mind to all possibilities a kaleidoscope has to offer (Kozier et. al. ,2007). Same with the field of nursing, there are many areas that a nursing student may have never imagined at the beginning of his or her journey.As nursing students open their minds and eyes to these wonderful chances, a good experience they had gained when they were still first timers would be a pertinent tool and inspiration in attuning upcoming difficulties and developing passion in the career. These would let them not to desist fr om this world of struggles. Conclusion A qualified nursing practitioner is a professionally trained integrated member of the health-care team. This professional education should be life-long, beginning with three years pre-registration factual knowledge and skill acquisition.As previously described there is a symbiotic relationship between nursings craft and nursing wisdom, and they are required in practice simultaneously. in spite of the apparent impression given by traditional methods of education that these categories exist seperately, for nursing they are fluidly cohesive, one informing the other, through reflective analysis (Watts 1992). The elements experienced by nursing students during their training are bonded internally together to authenticate their practice, by unleashing possibilities inherent in the situation between patient and the therapeutic self (Kirby and Slevin 1992).The following guidelines are intended to promote improvements in the students learning experienc e. Qualified staffs that direct pace and direction of study need to encourage students in imaginative and innovative ways to prepare them for adoption of new concepts and the flood of changes and that they will need to make in all aspects of their life. Support such as this will guide them through the vulnerable initial stages of their steep learning curve of level one, as echoed by the dissonance described in the first paragraph of the essay.Guidelines I would like to see better preparation of mentors by lecturer-practitioners within clinical placements, in order to foster environments of positive, constructively mean activities. From this, students can gain insight to challenge their assumptions and lay-view of nursing. In this respect, I would like those in the clinical settings to be encouraging students rather than attempting to degrade their efforts by dismissing their academic research based interest in the subject of nursing.I would like access to professional teaching staf f in-college at all times, especially straightway prior to and post placement. I hope for tutor liaison with mentors more regularly within the clinical settings, serving to remind mentoring nurses that their duty to support students is real, and linked with Higher Education Establishments. I would like to see in-college mentors giving better, basic and consistent guidance while initially developing the concepts of critical reflective spirit and the production of an evidence-base of knowledge thus strengthening the intellectual and practical growth of students.