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NR 535 Week 4 Discussion: Collaboration Café – Teaching in a Clinical Environment (GRADED A) CA$15.96   Add to cart
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NR 535 Week 4 Discussion: Collaboration Café – Teaching in a Clinical Environment (GRADED A)

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  • NR 535
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  • Chamberlain College Of Nursing

NR 535 Week 4 Discussion: Collaboration Café – Teaching in a Clinical Environment (GRADED A) Week 5: Collaboration Café (Graded) Collaboration Cafe: Teaching in a Skills Laboratory Environment (graded) Describe a skill with that the learners in the clinical environment are struggling to learn. ...

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  • July 1, 2022
  • 2
  • 2021/2022
  • Other
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  • discussion
  • nr 535 week 4 discussion collaboration café – teaching in a clinical environment graded a

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  • Chamberlain College Of Nursing
  • NR 535
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By: ProfGoodlucK • 5 months ago

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NR 535 Week 4 Discussion: Collaboration Café – Teaching in a
Clinical Environment (GRADED A)

Week 5: Collaboration Café (Graded)
Collaboration Cafe: Teaching in a Skills Laboratory Environment (graded)
Describe a skill with that the learners in the clinical environment are struggling to learn.
Discuss how the nurse educator in the scenario creates an opportunity to enhance learning
through a focused skills laboratory activity.
Explain how the experiential learning activity in the skills laboratory will be carried out.
How will this skills laboratory activity improve learning outcomes? Provide an example.
How will this skills laboratory learning activity cultivate clinical decision-making skills? Provide
an example.
Dr. Talley and class,

My previous scenario was concerning a nursing instructor undergraduate BSN nursing students in the
simulation lab to strengthen their critical thinking thereby growing their clinical judgement . The
instructor has used two instructional strategies to facilitate learning are learner outcomes and needs of
patient in the clinical setting. The learner outcomes would consist of the use of the one or more of the
domains. The need of the patient helps the learner to assess what is priority for the patient. One skill
that the students are struggling to learn are the assessment of breath sounds. The nurse educator has to
make the environment conducive to learning. The instructor decides to place the students in pairs to
assess each other's breath sounds. The instructor listens with the student with a teaching stethoscope to
guide the student in listening to breath sounds. Each student will assume the role of a patient, with the
student acting as a nurse. The instructor is utilizing the educational concept of transfer of learning so
that the students will be able to confidentially assess breath sounds in the clinical setting. The students
will switch partners to listen to different patients. Then the students will return to the computerized
simulation module to assess all breath sounds. The students will also be provided with a reference sheet
of how to assess breath sounds as well as with the skills checklist for a physical assessment. The
instructor will also demonstrate deliberate practice to help the student gain confidence in performing
the skill. Through repetitiveness of the performing the skill on various students the student will find ease
in doing it and also be able to identify abnormal breath sounds from normal ones. . When highlighted
course-required skills and concepts are offered to students, they have the advantage to verbalize,
demonstrate, and apply clinical skills (Andrew & Baxter, 2019). Feedback, along with clinical reasoning
will foster the development of clinical judgment.

Andrew, L. A., & Baxter, P. M. (2019). Incorporating Innovative Simulation Activities Into Campus Lab to
Enhance Skill Competence and Critical Thinking of Second-Semester Associate Degree Nursing Students.
Nursing Education Perspectives, 40(1), 58–59. https://doi.org/10.1097/01.NEP.0000000000000321




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