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A Day in The Life Presentation
Sandy Tusaon 17 December 2014
Transcript of A Day in The Life Presentation
Plan, design, and implement curricula.
Perform clinical research and prepared to evaluate progress.
Aware of updates and latest developments and add to curricula as needed.
Prepared to mentor, debrief and counsel as needed.
"Expected to be leaders and change agents while leading students in change (Adelman-Mullally, McCarter-Spalding, Hagler, Gaberson, Hanner, Young, 2013).
"Work-ready, resilient, multi-skilled, good team communicator, compassionate, and responsive" (McAllister, p.1, 2011).
Ethical Lens Inventory to Change
Becomng an Expert
Treat patient's as I would want my family member treated using compassion, patience, and empathy.
Necessary Skills and Specifications
"The ability to set and achieve goals and improve as a teacher, scholar, and collaborator" (SREB, p. 4, 2014)
Good clinical background with a strong theoretical base.
Have patience and understanding towards students.
Demonstrate leadership, open-mindedness, independence, accountability, competency, and use an interdisciplinary approach (SREB, p. 4-5, 2002).
"Minimum risk of harm to patients and providers through both system effectiveness and individual performance" (AACN, p. 4, 2012).
Factors of a just culture
Impact of national safety resources, initiatives, and regulations
And identify best practices
Process used to identify unsafe practices (AACN, p.7-8, 2012).
A Day in the Life Presentation
"Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for the patient's preferences, values and needs" (AACN, p. 4, 2012)
Effective methods for patients and partners.
Ethical and legal implications.
Know the limits and boundaries.
Develop strategies to empower patients, and families overcome barriers (AACN, p. 11-12, 2014).
"Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care" (AACN, p.4, 2012).
Knowledge of research
Efficient methods of research
Principals of research
Evidence gaps in practice
Strengths of current influences on care.
Organizations with cultural approaches to EBP (AACN, p.13-14, 2012).
A Belief that problems can be solved by self rather than consulting another.
Remember I have this blind spot and know that I can consult or ask for help if needed.
Decide on a mentor to use for questionable decisions.
Use the lens Seeing Clearly for balance (Ethics Game 2014).
Hardness of Heart
My Gift is Compassion and useful in balancing the vice (Ethics Game, 2014).
Potential to lose center.
Need to be more mindful and use reflection.
Use the strengths of other lenses for balance and clarity; such as Seeing Clearly and Fortitude (Ethics Game, 2014).
D., Hagler, D.A., Gaberson, K.B., Hanner, M.B., …Young, P. K. (2013) The clinical nurse educator as leader. Nurse Education in Practice, 13(1), 29-34. Doi:http://dx.doi.org/10.1016/jenpr.2012.07.006
American Association of College Nursing (2012)
Graduate-level QSEN competencies:
Knowledge, skills, attitudes. Retrieved from http://qsen.org/competencies/graduate-ksas/#safety
Ethical Lens Inventory. (2014). Ethics Game. Available
form University of Phoenix
McAllister, M. (2011) A transformative learning
framework for nurse educators. Journal of Transformative Education. 9(1) 42-58. Retrieved on December 6, 2014 from http://jtd.sage.pub.comezproxy.apollolibrary.com/content/9/1/42
Southern Regional Education Board
(2002) Nurse educator competencies. Retrieved on December 6, 2014 from htt://publication.sreb.org/2002/02N0_Nurse_Competencies.pdf