scholarly journals 23. An Internal Audit of a Virtual Learning Space to Facilitate Clinical Decision-Making in Nursing

2012 ◽  
Vol 5 ◽  
pp. 132 ◽  
Author(s):  
Beryl McEwan ◽  
Gylo Hercelinskyj
Keyword(s):  
Nursing Students ◽  
Situated Learning ◽  
Teaching And Learning ◽  
Clinical Decision Making ◽  
Charles Darwin ◽  
Internal Audit ◽  
Clinical Decision ◽  
Nursing Program ◽  
Clinical Settings ◽  
Learning Space

In any nursing program, it is a challenge to foster an awareness of, and engagement with, the complexity and reality of nursing practice.  During their studies, nursing students have to learn the relevant underpinning theoretical knowledge for practice as well as develop their understanding of the role and responsibilities of the registered nurse in clinical settings. At a regional Australian university the Bachelor of Nursing is offered externally with the student cohort predominantly off-campus. There are significant challenges in providing opportunities to enhance learning (Henderson, Twentyman, Heel, & Lloyd, 2006) and to foster early professional engagement with the nursing community of practice (Andrew, McGuiness, Reid, & Corcoran, 2009; Elliot, Efron, Wright, & Martinelli, 2003; Morales-Mann & Kaitell, 2001) in a context for learning nursing knowledge and inter-professional collaborative practice. This paper presents the results of a series of internal audits of students’ feedback of the Charles Darwin Hospital (CDU) vHospital™ undertaken from 2008 to 2010, following integration into theory and clinical nursing subjects in the Bachelor of Nursing program.  The feedback from students demonstrates the value students place on teaching and learning activities that provide realistic situated learning opportunities (Hercelinskyj & McEwan, 2011).

The Charles Darwin University vHospital®

2012 ◽  
pp. 219-241
Author(s):  
Gylo (Julie) Hercelinskyj ◽  
Beryl McEwan
Keyword(s):  
Nursing Students ◽  
Professional Identity ◽  
Charles Darwin ◽  
Nursing Program ◽  
Future Research ◽  
First Year ◽  
Learning Space ◽  
Innovative Teaching ◽  
Undergraduate Nursing ◽  
Clinical Nursing

This chapter presents an overview of an innovative teaching approach in an undergraduate nursing degree at Charles Darwin University (CDU). The authors describe the development and initial integration into the first year clinical nursing subject of a virtual learning space using a case-based approach to address some of the issues associated with an externalised Bachelor of Nursing program. In addition, the use of the CDU vHospital® in supporting early role socialisation into nursing and professional identity of first year nursing students will be explored. The findings and outcomes of formal and informal evaluations of the resource are also presented. Lastly, the authors identify recommendations for future development and areas for potential future research.

Advancing Nursing Informatics Through Clinical Placements: Pilot Study

2021 ◽  
Author(s):  
Zerina Lokmic-Tomkins ◽  
Sandeep Brar ◽  
Neville Lin ◽  
Melvin Khor ◽  
Kate Mathews ◽  
...  
Keyword(s):  
Nursing Students ◽  
Patient Care ◽  
Thematic Analysis ◽  
Teaching And Learning ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Nursing Curriculum ◽  
Nursing Informatics ◽  
Clinical Placements ◽  
Work Integrated Learning

Work integrated learning in the space of nursing informatics is a new concept in Australian nursing curriculum. This study examined nursing students’ experiences in the pilot nursing informatics clinical placement centered on electronic medical records, their use in patient care and clinical decision making. Students completed reflective diaries of their learning during the four-week placement. Data was explored by thematic analysis. Emergent themes included: importance of adequate training in using EMR; impact of EMR on nursing workflow and patient care; shaping future career choices; forming rewarding relationships; and potential for improvements. These themes will be used to enhance teaching and learning opportunities as this pilot placement evolves into permeant part of the nursing curriculum.

scholarly journals Clinician checklist for assessing suitability of machine learning applications in healthcare

2021 ◽  
Vol 28 (1) ◽  
pp. e100251
Author(s):  
Ian Scott ◽  
Stacey Carter ◽  
Enrico Coiera
Keyword(s):  
Machine Learning ◽  
Large Scale ◽  
Clinical Decision Making ◽  
Improve Patient Care ◽  
Clinical Decision ◽  
Routine Care ◽  
Machine Learning Algorithms ◽  
Clinical Settings ◽  
Machine Learning Applications ◽  
Key Issues

Machine learning algorithms are being used to screen and diagnose disease, prognosticate and predict therapeutic responses. Hundreds of new algorithms are being developed, but whether they improve clinical decision making and patient outcomes remains uncertain. If clinicians are to use algorithms, they need to be reassured that key issues relating to their validity, utility, feasibility, safety and ethical use have been addressed. We propose a checklist of 10 questions that clinicians can ask of those advocating for the use of a particular algorithm, but which do not expect clinicians, as non-experts, to demonstrate mastery over what can be highly complex statistical and computational concepts. The questions are: (1) What is the purpose and context of the algorithm? (2) How good were the data used to train the algorithm? (3) Were there sufficient data to train the algorithm? (4) How well does the algorithm perform? (5) Is the algorithm transferable to new clinical settings? (6) Are the outputs of the algorithm clinically intelligible? (7) How will this algorithm fit into and complement current workflows? (8) Has use of the algorithm been shown to improve patient care and outcomes? (9) Could the algorithm cause patient harm? and (10) Does use of the algorithm raise ethical, legal or social concerns? We provide examples where an algorithm may raise concerns and apply the checklist to a recent review of diagnostic imaging applications. This checklist aims to assist clinicians in assessing algorithm readiness for routine care and identify situations where further refinement and evaluation is required prior to large-scale use.

scholarly journals Conscious Clinical Education: The Evidence-Based Education—Clinical Education Model

2020 ◽  
Vol 41 (04) ◽  
pp. 279-288
Author(s):  
Mark DeRuiter ◽  
Sarah M. Ginsberg
Keyword(s):  
Clinical Education ◽  
Teaching And Learning ◽  
Clinical Decision Making ◽  
Graduate Programs ◽  
Clinical Decision ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Clinical Educators ◽  
Language Pathology ◽  
Education Model

AbstractThe fields of speech-language pathology and audiology, collectively referred to as communication sciences and disorders, are driven by evidence-based practice (EBP). As accountability in clinical service delivery continues to increase, there are few who would argue that encouraging clinicians to engage in methods that have withstood the rigors of peer-review is the wrong approach. Graduate students are typically given many opportunities to learn about the evidence for their discipline, and graduate programs are required to provide these opportunities under accreditation standards. While EBP is critical to our discipline's clinical function, we assert that evidence-based education (EBE) is equally as important as EBP to our discipline's function in educating our students. This article discusses EBP and EBE with a focus on elements that may not have been considered in the past, particularly within the complex dynamic of the EBE and clinical education interface. We present current and proposed models, including a new model of EBE in clinical education. We share insights into how the new and proposed models fit within the broader context of clinical decision making and the scholarship of teaching and learning. We conclude by addressing future needs for the education of clinical educators.

scholarly journals Preceptorship and Affirmation in the Intergenerational World of Nursing Practice

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Vicki Foley ◽  
Florence Myrick ◽  
Olive Yonge
Keyword(s):  
Nursing Students ◽  
Generational Differences ◽  
Nursing Practice ◽  
Phenomenological Study ◽  
Nursing Program ◽  
Eastern Canada ◽  
Learning Space ◽  
Undergraduate Nursing ◽  
Clinical Nursing

Research has shown that while preceptorship offers a reality-oriented learning environment and facilitates competence of students, there are inherent rewards and stressors associated with the experience. Students and preceptors can be from different generations, and as such, they may often come to the learning space with differing values and expectations. The nature of the preceptorship experience in this intergenerational context was explored in a recent phenomenological study with seven preceptors and seven nursing students in an undergraduate nursing program in Eastern Canada. Overall the experience was found to be inclusive of three main themes:being affirmed, being challenged, andbeing on a pedagogical journey. In this paper we explore the first of these themes,being affirmed. Highlighting the positive aspects of the preceptorship experience in the intergenerational context is necessary to promote a culture of openness and respect for generational differences within clinical nursing practice settings and to improving the overall quality of the educational experience.

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