2.50
Hdl Handle:
http://hdl.handle.net/10755/162285
Category:
Abstract
Type:
Presentation
Title:
Learners in Difficulty: Supporting the Transition from Learner to Novice Nurse
Author(s):
MacDonald, Geraldine Jody
Author Details:
Geraldine Jody MacDonald, RN, BScN, MEd, EdD, University of Toronto, Toronto, Ontario, Canada, email: g.macdonald@utoronto.ca
Abstract:
Faculty members rate assessing learners as one of the most challenging aspects of their practice, particularly when learners are in difficulty. This presentation provides an orientation to strengths-based assessment of learners in difficulty in their final integrative practicum in their BScN program. This is the time that learners are challenged to integrate their learning and practice more independently in the clinical setting, demonstrating their knowledge, skills, and judgment under the guidance of a preceptor and faculty member. Using case-based scenarios, this presentation will identify key steps to guide evaluation of learners in difficulty and facilitate learner success. The presentation will present a strengths-based model for to guide preceptor and faculty clinical supervision of learners in difficulty. This model confirms the importance of excellent agency, preceptor, and faculty support and student responsiveness to achieve a positive outcome. The presenter confirms that a positive outcome is successful completion of the final practicum course and a learner who is prepared to make the transition from learner to safe novice practitioner.
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.titleLearners in Difficulty: Supporting the Transition from Learner to Novice Nurseen_GB
dc.contributor.authorMacDonald, Geraldine Jodyen_US
dc.author.detailsGeraldine Jody MacDonald, RN, BScN, MEd, EdD, University of Toronto, Toronto, Ontario, Canada, email: g.macdonald@utoronto.caen_US
dc.identifier.urihttp://hdl.handle.net/10755/162285-
dc.description.abstractFaculty members rate assessing learners as one of the most challenging aspects of their practice, particularly when learners are in difficulty. This presentation provides an orientation to strengths-based assessment of learners in difficulty in their final integrative practicum in their BScN program. This is the time that learners are challenged to integrate their learning and practice more independently in the clinical setting, demonstrating their knowledge, skills, and judgment under the guidance of a preceptor and faculty member. Using case-based scenarios, this presentation will identify key steps to guide evaluation of learners in difficulty and facilitate learner success. The presentation will present a strengths-based model for to guide preceptor and faculty clinical supervision of learners in difficulty. This model confirms the importance of excellent agency, preceptor, and faculty support and student responsiveness to achieve a positive outcome. The presenter confirms that a positive outcome is successful completion of the final practicum course and a learner who is prepared to make the transition from learner to safe novice practitioner.en_GB
dc.date.available2011-10-27T10:00:16Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T10:00:16Z-
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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