Transcript MOCHAKI N.W - Nursing Education Association

MOCHAKI N.W
NURSE EDUCATOR
LIMPOPO COLLEGE OF NURSING
CLINICAL ACCOMPANIMENT
Outcomes of the presentation
• Definition of accompaniment
• Clinical accompaniment, learning and
experience in the clinical setting
• Relationship between clinical
accompaniment and learning
• The Limpopo College of Nursing
• Improving clinical accompaniment
Accompaniment is defined as
• To go with as a companion, escort, attend’
• Conscious and purposeful guidance and
support of students in clinical areas, an
act of adding completeness or symmetry :
It
• focuses on students’ needs. creation of
learning opportunities, leading to growth,
becoming active participants
• Students become critical thinking
practitioners
Accompaniment, learning &
experience
• Learning ensures behavioural change
• Experience differentiates change in behaviour of
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students
Change in behaviour is an indication of
maturation process
Accompanist/clinical instructor plays critical role
in behavioural change towards professional
maturity
Choose appropriate experiences
Involve students in such choice of experience
• Students involved in choosing
information/skills/procedures to learn
• Involvement means:
• Sharing information with students
• Perceptual field for students
• Mutual experience,
• Do not dictate skills/procedure
• Facilitation of learning
Facilitation leads to:
• Curiosity in students
• Excitement and discovery of information
eg diseases, health profs and their skills,
patients profile, family needs
• These serve as opportunities for:
knowledge, skill acquisition, use of these
for betterment of care and treatment
• Students also learn holistic care
The Limpopo Province
• Limpopo College of Nursing Structure
Limpopo College of Nursing
Giyane
Sovenga
Clinical teaching areas
Thohoyandou
Accompaniment in Limpopo
• Contractual obligation between college & clinical
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settings, contract not followed properly
Students grouped to these settings
Accompaniment done by tutors
Allocation list, learning outcomes and content
sent to these settings
Clinical settings have varying profiles
Some with good facilities, others not
These imply human & physical resources
Challenges in Limpopo
• Student factor:
• Large numbers
• Poor behaviour
• Low motivation
• Students protests
• Questionable SRC role
• Selective on subjects to study e g GNS
Physical resource factor
• Inadequate clinical facilities
• Hospitals classified in terms of facilities
• No offices/places for tutors for break
during accompaniment
• Lack or inadequate library
Relationship factor
• Poor cooperation between college &
clinical settings
• Poor communication between college &
clinical settings
• Students undermining registered nurses
• Lack of professional role models
Curriculum factor
• Inadequate integration of theory-practice
• Content-based
• Curriculum fragmentation
• Overloaded curriculum e g four discipline
in 4 years
• Some tutors ill-prepared for
accompaniment
• Registered nurses not ready/unwillingness
IMPROVED ACCOMPANIMENT
• Promoting learning in clinical settings:
• Consideration of environmental influence
• Participation by students in actual
observations and treatment of patients
• Emphasise bedside nursing
• Deliberate plan and involvement of
students
• Proper facilitation of clinical skill learning
Caring attitude displayed by
tutor/instructor
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Formation of humanistic values
Instillation of hope
Sensitivity to self & to students
Develop helping-trusting relationship
Systematic problem solving caring process
Intrapersonal learning promotion
Provide supportive and corrective environment
Allowance of feelings
Listen to students
Problems experienced by students
• Not being regarded as emerging R/N by health
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team members
Health personnel antagonism towards students
Used as workforce
Not allowed to ask questions
Their knowledge disregarded
Lack of work ethics in some health personnel
Negative feedback on performance (Carlson,
Kotze & Van Rooyen 2005:70).
Clinical accompaniment:
• Research-based or based on models
• Engage students & tutors in research
• Proper planning
• Use of relevant assessment system
• Tutor/instructor to question own teaching
approach
• Relevant and up-to-date curriculum
College-clinical setting relationship:
• Hold effective, outcomes based bilateral
meetings
• Open communication
• Engage R/Ns in meetings
• Establish clinical instruction responsibility
• Inform clinical settings about curriculum
changes
• Enter into contractual obligation
Registered nurses roles
• Act as counselors for students in:
recognizing, facing, accepting and resolving
challenges in clinical settings
• Act as leaders in: initiating and maintaining
learning goals through interaction
• Act as technical experts by: displaying clinical
skills, operating, understanding and
manipulating equipment
• Act as surrogates : supportive, conflicting
resolution
Use of experiential learning:
• Stage of concrete experiences:
• Accompanist observes behaviour and
intervene to turn problems or unique
occurrences into learning experiences
• Stage o reflective observation:
help students grasp meanings of
ideas/situations by impartial description.
Students reflect on previous occurrences
Use of Experiential Learning Model (Kolb 1984)
• Stage of abstract conceptualisation:
involves concept formation where previous
information is organised into meaningful
conceptual structure, students engaged in more
logical thinking in solving problems
• Stage of active experimentation:
students apply concepts learned into new
situations, thus serving as a basis or problemsolving and decision making. Students help
change or influence decisions made by
accompanist (Kolb 1984)
CONCLUSION
The field of clinical accompaniment is broad.
Nursing college and clinical settings should
collaborate meaningfully to attain
accompaniment goals
Students must be prepared earlier to take active
participation during accompaniment
Nurse educators should strive to question and
improve their methods used during clinical
accompaniment
Accompaniment should be consistent with
contemporary changes in health care system
THANK YOU