Using Context-Inquiry Teaching Model to Enhance Advanced Clinical Medical Writing

2.50
Hdl Handle:
http://hdl.handle.net/10755/621498
Category:
Full-text
Format:
Text-based Document
Type:
Poster
Level of Evidence:
N/A
Research Approach:
N/A
Title:
Using Context-Inquiry Teaching Model to Enhance Advanced Clinical Medical Writing
Author(s):
Chen, Yi-Ru
Lead Author STTI Affiliation:
Non-member
Author Details:
Yi-Ru Chen, BSN, RN, Professional Experience: 2008 - through the professional ability to advanced N1 level, 2009 - through the professional ability to advanced N2 level, Chi Mei Medical Center in Taiwan. 2010 - through the professional ability to advanced N3 level, Chi Mei Medical Center in Taiwan. 2016 - through the professional ability to advanced N4 level, Chi Mei Medical Center in Taiwan. Author Summary: Subacute Respiratory Care Unit at Chi Mei Medical Center(2007-present).As the Chi Mei Medical Center of the nursing department auditor.In 2016 the Department of nursing clinical teacher training.
Abstract:

Introduction

The practice of clinical ladder enhances professional capacity in nursing. With senior nursing staff’s guidance and through mutual learning, professional values of nursing and specialized medical writing ability could be enhanced. Such influence on motivating nursing staff to actively participate in advanced clinical ladder has been a vital issue.

AIMS

To probe into barricades affecting advanced specialized medical writing among the nursing staff. With breakthrough in related problems and diverse teaching strategies, inquiry-based learning model was employed to enable nursing staff to actively participate in advanced clinical ladder and to overcome the challenges of specialized medical writing, thus enhancing nursing achievement and confidence.

METHODS

This study focused on one Respiratory ICU in a medical center in southern Taiwan. The participants were 11 nurses, having promoted to N4 from N3. The research ranged from November 2014 to November 2015. Teaching strategies included (1) establishing the instructor database of specialized medical writing, (2) setting up online learning guidance, (3) forming specialized medical writing workshop (teacher-pupil ratio at 1:2, monthly progress check and report), and (4) peer care as well as reward system. Evaluation was based on the qualified project reports announced by the Taiwan Nurses Association.

RESULTS

The results revealed that the bimonthly presence in 2015 was 69.2%, satisfaction of teacher-pupil counseling was 100%, and that 5 specialized medical reports were completed by May 2015 (100%). A total of 3 project reports were deemed qualified in the October 2015 Announcement by the Taiwan Nurses Association. The passing rate improved by 60%, indicating the positive effects of inquiry-based teaching model.

CONCLUSIONS

The nurse clinical ladder is vital to enhancing professional nursing capacity, thus highlighting the top priority of cultivating and establishing a quality instructor database of specialized medical counselling. The inquiry-based diverse learning model effectively strengthened the analytical and handling capacity concerning clinical problems, and enhanced nursing staff’s confidence and superiority. Thus, a parallel promotion is highly recommended.

Keywords:
Academic Ability; Context-Inquiry Teaching Moden; Nursing Professional Ability Advanced
Repository Posting Date:
14-Jun-2017
Date of Publication:
14-Jun-2017
Other Identifiers:
INRC17PST508
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePosteren
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleUsing Context-Inquiry Teaching Model to Enhance Advanced Clinical Medical Writingen_US
dc.contributor.authorChen, Yi-Ruen
dc.contributor.departmentNon-memberen
dc.author.detailsYi-Ru Chen, BSN, RN, Professional Experience: 2008 - through the professional ability to advanced N1 level, 2009 - through the professional ability to advanced N2 level, Chi Mei Medical Center in Taiwan. 2010 - through the professional ability to advanced N3 level, Chi Mei Medical Center in Taiwan. 2016 - through the professional ability to advanced N4 level, Chi Mei Medical Center in Taiwan. Author Summary: Subacute Respiratory Care Unit at Chi Mei Medical Center(2007-present).As the Chi Mei Medical Center of the nursing department auditor.In 2016 the Department of nursing clinical teacher training.en
dc.identifier.urihttp://hdl.handle.net/10755/621498-
dc.description.abstract<p><strong>Introduction</strong></p> <p>The practice of clinical ladder enhances professional capacity in nursing. With senior nursing staff’s guidance and through mutual learning, professional values of nursing and specialized medical writing ability could be enhanced. Such influence on motivating nursing staff to actively participate in advanced clinical ladder has been a vital issue.</p> <p><strong>AIMS</strong></p> <p>To probe into barricades affecting advanced specialized medical writing among the nursing staff. With breakthrough in related problems and diverse teaching strategies, inquiry-based learning model was employed to enable nursing staff to actively participate in advanced clinical ladder and to overcome the challenges of specialized medical writing, thus enhancing nursing achievement and confidence.</p> <p><strong>METHODS</strong></p> <p>This study focused on one Respiratory ICU in a medical center in southern Taiwan. The participants were 11 nurses, having promoted to N4 from N3. The research ranged from November 2014 to November 2015. Teaching strategies included (1) establishing the instructor database of specialized medical writing, (2) setting up online learning guidance, (3) forming specialized medical writing workshop (teacher-pupil ratio at 1:2, monthly progress check and report), and (4) peer care as well as reward system. Evaluation was based on the qualified project reports announced by the Taiwan Nurses Association.</p> <p><strong>RESULTS</strong></p> <p>The results revealed that the bimonthly presence in 2015 was 69.2%, satisfaction of teacher-pupil counseling was 100%, and that 5 specialized medical reports were completed by May 2015 (100%). A total of 3 project reports were deemed qualified in the October 2015 Announcement by the Taiwan Nurses Association. The passing rate improved by 60%, indicating the positive effects of inquiry-based teaching model.</p> <p><strong>CONCLUSIONS</strong></p> <p>The nurse clinical ladder is vital to enhancing professional nursing capacity, thus highlighting the top priority of cultivating and establishing a quality instructor database of specialized medical counselling. The inquiry-based diverse learning model effectively strengthened the analytical and handling capacity concerning clinical problems, and enhanced nursing staff’s confidence and superiority. Thus, a parallel promotion is highly recommended.</p>en
dc.subjectAcademic Abilityen
dc.subjectContext-Inquiry Teaching Modenen
dc.subjectNursing Professional Ability Advanceden
dc.date.available2017-06-14T20:34:53Z-
dc.date.issued2017-06-14-
dc.date.accessioned2017-06-14T20:34:53Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
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