Nursing Skills and Learning.
ANSWER
Reply to Post #1 (Francisco):
Francisco, you bring up an important point regarding the significance of psychomotor skills in nursing education. Indeed, skills like IV starts and administering IV medications are crucial for student nurses to master in a real clinical setting. Simulated labs are valuable for initial learning, but as you rightly mentioned, there’s no substitute for real-life experiences. Your suggestion of collaborating with the Learning Resource Center (LRC) to arrange opportunities for students to practice these skills on willing patients is an excellent idea.
By having student nurses perform these tasks on actual patients under supervision, they not only gain competence but also build confidence in their abilities. It’s a win-win situation as it benefits both the student nurse and the patients who need these procedures. Regular meetings with the LRC to plan and implement these initiatives can indeed ensure that students receive the necessary exposure and practice to become skilled and confident new graduates.
Reply to Post #2 (Erika):
Erika, you’ve provided a comprehensive insight into the psychomotor domain of learning in nursing education. It’s true that psychomotor skills, such as those involved in starting IVs, are essential for nursing practice. The progression from imitation and manipulation to proficiency through repetition is a well-established learning process, as highlighted by Billings & Halstead (2015). Student nurses initially observe and imitate, but with practice and experience, they internalize these skills.
The role of Learning Resource Centers (LRCs) in providing a safe and controlled environment for students to practice and refine their psychomotor skills cannot be overstated. Collaborating with LRC representatives to create effective simulation labs can greatly enhance students’ critical thinking and psychomotor abilities. These labs not only allow for the application of knowledge but also foster the development of confidence, which is crucial for nursing students as they progress toward becoming licensed nurses.
Your emphasis on the importance of a non-threatening and safe learning environment is essential, as it encourages students to take risks, make mistakes, and learn from them – all critical components of becoming competent healthcare professionals.
QUESTION
Description
Reply to each post:
Post#1- Francisco
Psychomotor skills are essential in determining the readiness of a student nurse from the experiences that they had in during their clinical. When looking at the skills, I would want to collaborate with the LRC person regarding their IV starts and starting off their IV meds. These are skills that are simulated in skills labs but are needed to be done in a real-life setting in order for the student nurse to keep enhancing their skills (Besse et al., 2020). A fundamental IV on a person is not the same on a mannequin. I would want to discuss this with the LRC so that the students get opportunities to try the skill. The students could be called in for IV starts on patients who agree for it to be performed by the student nurses. Not all student nurses have patients in need of the IV, so having the student nurses called from other nurses who need an IV on their patients will benefit both the nurse and the student nurse. The same can go for starting IV medications. Not all student nurses get exposed to giving IV medications which makes it important to get the students that experience so that they are competent in their nursing skills as they become new graduates. Meeting with the LRC monthly will allow for these plans to be implemented.
Post#2 – Erika
According to Billings & Halstead (2015), the psychomotor domain of learning is concerned with the development of physical competencies and is the field that faculty utilizes most frequently in developing skills and proficiency in accordance with clinical practice. Students first obtain their skills by imitation and manipulation, and will then hone their skills by repetition. Information and skills are internalized, but may not occur until the student has become a licensed nurse and has gained experience (Billings & Halstead, 2015). Psychomotor skills are needed when students are performing nursing care, such as starting IVs. The student nurse can first follow or imitate the preceptor or faculty when starting an IV line. With consistent practice, imitation, and manipulation, the student nurse can become proficient in creating IVs. The psychomotor aspect of learning applies to new skills that the student is not yet familiar with or needs practice on.
To facilitate a non-threatening and safe learning environment for students, the learning resource center (LRC) is utilized at the different stages of learning. LRCs promote guided experiences that would let students practice and hone their skills in psychomotor, affective, and cognitive aspects; critical thinking and clinical reasoning skills are also refined (Billings & Halstead, 2015). I can collaborate with an LRC representative when setting up a simulation lab for students – it can improve their critical thinking and psychomotor skills.
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