A Consolidated Learning Analysis of a Student Nurse's Clinical Experience with a High School Student who is Deaf
Notice bibliographique
Résumé
A CONSOLIDATED LEARNING ANALYSIS OF A STUDENT NURSE’S CLINICAL EXPERIENCE WITH A HIGH SCHOOL STUDENT WHO IS DEAF By: Sally Chung , Student Nurse, 4 th year skmchung@ucalgary.ca and Tracey Clancy, RN, MN, Nursing Practice Instructor tclancy@ucalgary.ca , University of Calgary, Faculty of Nursing, Calgary, Alberta T2N 1N4 , Canada ABSTRACT Background: This paper was developed during the first author’s Nursing 285 theory course. It is a foundational course with the intent of helping novice nursing students begin to develop an understanding of nursing as a profession and as a discipline. Aim: The purpose of this consolidation of learning assignment offered students an opportunity to reflect upon and articulate salient aspects from their experiential learning and to further explore their growing understanding through bridging theory to practice and expressing how this transformational learning informs who they are becoming as a registered nurse. The experience described in this reflective paper occurred during my first community health placement in the fall of 2011. Placed at a high school setting in Western Canada, I worked with a group of students with cognitive disabilities, some of whom were deaf as well. As defined by the Canadian Association for the Deaf (CAD, 2014), a person is recognized as medically/audiologically deaf when that person has “little to no functional hearing and depends upon visual rather than auditory communication.” Action Plan: When working with a particular student at this high school—we will refer to her as Lisa (pseudonym)—I found that Lisa had been born deaf. Knowing that her strengths lay in sign language, I sought the help of her teacher and sign language aides (websites with translators and a sign language book) to better facilitate my teachings and improve our rapport. Discussion: The themes discussed in this paper are: critical thinking, self-regulation, adapting to changes when in practice, and the complexity of the nursing role. Conclusion: The complexity of the nursing role is a primary theme learned as a result of this experience in that nurses may oftentimes find themselves facing sudden or unexpected client status changes. The nurse needs to adapt to care for that client safely and effectively, thinking critically of priorities and what resources are available at the nurse’s disposal. Keywords: Reflective Learning for Nursing Students; Nursing Care; Persons who are deaf
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».