2.50
Hdl Handle:
http://hdl.handle.net/10755/162253
Category:
Abstract
Type:
Presentation
Title:
Preparing Learners for Regulated Practice
Author(s):
Ferguson, M. Karen; Boblin, S.
Author Details:
M. Karen Ferguson, RN, MHSc, Chair, Undergraduate Programs, The University of Western Ontario, London, Ontario, Canada, email: kfergus9@uwo.ca; S. Boblin
Abstract:
The transition of learner to practitioner is one that evolves over the course of a learner's educational program. There may be a tendency to focus on knowledge and skills preparation, however, it is equally important for nursing students to be ready for the ethical dimensions of practice (Beckett, Gilbertson & Greenwood, 2007). Baxter & Boblin (2007) report that students view differently, unethical behaviours that occur in the clinical setting and in the classroom. Nurse educators struggle in dealing with this fractured approach to ethical conduct. One aspect of the ethical dimension is gaining awareness of the role of the regulatory body of the province in which the learner will practice. This presentation describes the experience of an Educator and an Education Consultant as they collaborated to create a meaningful learning opportunity for selected fourth year students that would sharpen their awareness of the regulatory college in Ontario (College of Nurses of Ontario) and "connected the ethical dots" between clinical and classroom conduct. Learner reflective feedback will be analyzed to provide insight to the student experience and outcomes of the learning activity. Future strategies for enhancing the transition from unregulated student to regulated practitioner will be explored.
Repository Posting Date:
27-Oct-2011
Date of Publication:
27-Oct-2011
Conference Date:
2007
Conference Name:
CASN Nurse Educators Conference
Conference Host:
Canadian Association of Schools of Nursing
Conference Location:
Kingston, Ontario, Canada
Description:
Held 4 - 7 November, 2007.
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_US
dc.typePresentationen_GB
dc.titlePreparing Learners for Regulated Practiceen_GB
dc.contributor.authorFerguson, M. Karenen_US
dc.contributor.authorBoblin, S.en_US
dc.author.detailsM. Karen Ferguson, RN, MHSc, Chair, Undergraduate Programs, The University of Western Ontario, London, Ontario, Canada, email: kfergus9@uwo.ca; S. Boblinen_US
dc.identifier.urihttp://hdl.handle.net/10755/162253-
dc.description.abstractThe transition of learner to practitioner is one that evolves over the course of a learner's educational program. There may be a tendency to focus on knowledge and skills preparation, however, it is equally important for nursing students to be ready for the ethical dimensions of practice (Beckett, Gilbertson & Greenwood, 2007). Baxter & Boblin (2007) report that students view differently, unethical behaviours that occur in the clinical setting and in the classroom. Nurse educators struggle in dealing with this fractured approach to ethical conduct. One aspect of the ethical dimension is gaining awareness of the role of the regulatory body of the province in which the learner will practice. This presentation describes the experience of an Educator and an Education Consultant as they collaborated to create a meaningful learning opportunity for selected fourth year students that would sharpen their awareness of the regulatory college in Ontario (College of Nurses of Ontario) and "connected the ethical dots" between clinical and classroom conduct. Learner reflective feedback will be analyzed to provide insight to the student experience and outcomes of the learning activity. Future strategies for enhancing the transition from unregulated student to regulated practitioner will be explored.en_GB
dc.date.available2011-10-27T09:59:43Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T09:59:43Z-
dc.conference.date2007-
dc.conference.nameCASN Nurse Educators Conferenceen_US
dc.conference.hostCanadian Association of Schools of Nursingen_US
dc.conference.locationKingston, Ontario, Canadaen_US
dc.descriptionHeld 4 - 7 November, 2007.en_US
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.-
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