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  • Subject Name : Nursing

Perception of Preceptors and Preceptees - Post 1

A common issue that can be experienced by a student while transiting from the role of student to a registered nurse is the difference that exist between their theoretical knowledge and practical knowledge.

Here are two strategies that can be applied to address the above issue:

1. Clinical models should be introduced for the benefit of the nursing students as it has been determined that making an immediate application of the clinical model can help the new registered nurses to eliminate the gap that exists between their theoretical and their practical knowledge. Moreover, it has been elucidated that the development of the clinical theories is good step that can be taken with an attempt to minimize the conceptual detachment that exists among the students who is entering their new journey of a registered nurse (Freeling et al., 2015). This is turn will assist both the nursing students as well as the faculty to gain a better level of understanding about these theories, moreover, their effectiveness can be measured and also different facet can be created for them. For instance, nurses in the maternity ward or critical care unit should be aware of the attachment theories.

2. Another significant strategy used in this context would be to create primarily interventions such as developing favorable behavior among the nursing students by means of holding discussion sessions and integrated workshops with the lecturers of the nursing universities as well as with the head of the nursing department. In this way the nurses can be made aware as well as can be authorized (Simpson et al., 2015), this mostly includes the nurse mentors, nursing head and it also includes the changing path of the nursing course and studies.

In this context, it is considered very important to include different aspects of the practical knowledge in the classroom settings as a core plan of action to minimize the difference.

Perception of Preceptors and Preceptees - Post 2

Here are the two key differences between the role of a student nurse and a registered nurse:

1. The role of a student nurse is work under the immediate or even in direct assistance of the RN ( Registered Nurse) and conduct a comprehensive examination of the patients, that is the task of observing them, bodily examination, body temperature, pulse rate, blood-pressure as well as the blood glucose rate of the patients (Omer et al., 2016) However, a registered nurse has a greater sense of responsibility than that of a student nurse, hence they are accountable to conduct a holistic examination of the patient directly without any assistance. Moreover, it is their accountability to manage the medicines of the patients and examine its consequences on their patients. Furthermore, the role of a student nurse is to notify and changes in the condition of the patient they notice to the registered nurse under whom they are working.

2. The role of a registered nurse is to create a nursing care plan for the clients in collaboration with the interdisciplinary group and also takes an initiative to examine its consequences. However, the role of a student nurse is to create a plan, execute as well as measure the consequences of the concerned nursing care plan in integration with the Registered Nurse as well as other members of the health care system to maximize its positive impact in the concerned patients (Barnes, 2015). In other words, they work as a support for the patient, assists and train the student nurses as well as the assistant registered nurse. A student nurse can give only those medicines to the patients, which lies within their area of practice and nothing beyond as they are required to work under the supervision of the registered nurses. While a RN and give medicines to the patients directly and examine its consequences on the patients.

Perception of Preceptors and Preceptees - Post 3

As per the CINAHL, the healthcare practitioners take the assistance of social media applications to create online communities with an attempt to share all relevant knowledge and understanding in terms of their area of expertise (Rolls et al., 2016). In the present these online communities depicts the tribal attitudes of the clinical practioners that has a negative aspect of restricting the level of knowledge sharing within their community.

In the current time a greater number of companies, practioners as well as patients are now making use of social media applications hold a conversation and also discuss on a topic both in an intrinsic as well as extrinsic manner. Moreover, such a type of online communities as well as platforms developed by the social platforms has the capacity to develop subjective medium of communication (Rolls et al., 2016). This will assist in the process of eliminating any kind of an obstruction in relation with the timings or it can even be in the context of the location related factors. Furthermore, it helps in the process of authorizing its users to hold a discussion as well as make a conversation with a wide range of co-employees.

Hence, the key benefit in this context of developing an online community is to create a professional networking platform for the purpose of sharing certain concepts as well as information and also to provide certain justification and theory-based practices in relation to a particular domain (Chan et al., 2018). Additionally, the social media platforms are used by the healthcare professionals on the basis of their willingness to do so that even consists of the unification of attitudes as well as the new-media in the form of a tweets with the intention of a conference.

Thus, it can be concluded that online communities are considered as a significant knowledge distribution platform for the healthcare professionals which can focus towards the enhancement of effectiveness of these healthcare practioners.

References for Perception of Preceptors and Preceptees

Freeling, M., & Parker, S. (2015). Exploring experienced nurses' attitudes, views and expectations of new graduate nurses: A critical review. Nurse education today, 35(2), e42-e49. Retrieved from https://www.sciencedirect.com/science/article/abs/pii/S0260691714003803

Simpson, V., & Richards, E. (2015). Flipping the classroom to teach population health: Increasing the relevance. Nurse education in practice, 15(3), 162-167. Retrieved from https://www.sciencedirect.com/science/article/abs/pii/S147159531400184X

Omer, T. A., Suliman, W. A., & Moola, S. (2016). Roles and responsibilities of nurse preceptors: Perception of preceptors and preceptees. Nurse education in practice, 16(1), 54-59. Retrieved from https://www.sciencedirect.com/science/article/abs/pii/S1471595315001195

Barnes, H. (2015). Exploring the factors that influence nurse practitioner role transition. The Journal for Nurse Practitioners, 11(2), 178-183. Retrieved from https://www.sciencedirect.com/science/article/abs/pii/S1555415514007983

Rolls, K., Hansen, M., Jackson, D., & Elliott, D. (2016). How health care professionals use social media to create virtual communities: an integrative review. Journal of medical Internet research, 18(6), e166. Retrieved from https://www.jmir.org/2016/6/e166/

Chan, W. S., & Leung, A. Y. (2018). Use of social network sites for communication among health professionals: systematic review. Journal of medical Internet research, 20(3), e117. Retrieved from https://www.jmir.org/2018/3/e117/

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