nursing
• The clinical instructor is working in a surgical ward. The ward routine will be pre and post operation care.
• Total of 5 Students in their first semester of year one, attached to the ward for 3 weeks.
• The skill that will be taught to them will be blood pressure monitoring using a stethoscope and sphygmomanometer.
• Cork A (2007) suggest that nursing students should be using manual BP monitoring I l practice instead of depending on automated monitors• Learning takes place in surgical ward and hospital’s stimulation lab.
• The first debriefing session was conducted in stimulation lab. The stimulation lab provides a conducive learning environment for both the students and clinical instructor
• Introduction takes place between the students and clinical instructor.
• Objectives for the attachment were discussed.
• As for the week was “ students were able to perform manual blood pressure monitoring competently, verbalise the normal blood pressure range, understand the anatomy of the heart, chart the reading using the electronic flow sheet”
• Clinical instructor assessed the student’s preferred learning style using a VAK questionnaire
• The results of the VAK questionnaire showed that most students preferred visual and kinaesthetic style of learning.
• So the clinical instructor decided to use more of videos and hands on techniques to teach students rough
• Student’s previous knowledge was assessed.
• Teacher showed a video of how the heart functions and how a systolic and diastolic reading is measured. This helps to get things started and get students attention.
EXPLORATION AND ELABORATION
• Students were given the equipments and were taught how to check them
• The appropriate requisites needed to perform manual bp taking was introduced to them
• This gives them the opportunity for hands on practice.
• Role play was practiced during the simulation session where teacher acted as the patient and the student played the
• Total of 5 Students in their first semester of year one, attached to the ward for 3 weeks.
• The skill that will be taught to them will be blood pressure monitoring using a stethoscope and sphygmomanometer.
• Cork A (2007) suggest that nursing students should be using manual BP monitoring I l practice instead of depending on automated monitors• Learning takes place in surgical ward and hospital’s stimulation lab.
• The first debriefing session was conducted in stimulation lab. The stimulation lab provides a conducive learning environment for both the students and clinical instructor
• Introduction takes place between the students and clinical instructor.
• Objectives for the attachment were discussed.
• As for the week was “ students were able to perform manual blood pressure monitoring competently, verbalise the normal blood pressure range, understand the anatomy of the heart, chart the reading using the electronic flow sheet”
• Clinical instructor assessed the student’s preferred learning style using a VAK questionnaire
• The results of the VAK questionnaire showed that most students preferred visual and kinaesthetic style of learning.
• So the clinical instructor decided to use more of videos and hands on techniques to teach students rough
• Student’s previous knowledge was assessed.
• Teacher showed a video of how the heart functions and how a systolic and diastolic reading is measured. This helps to get things started and get students attention.
EXPLORATION AND ELABORATION
• Students were given the equipments and were taught how to check them
• The appropriate requisites needed to perform manual bp taking was introduced to them
• This gives them the opportunity for hands on practice.
• Role play was practiced during the simulation session where teacher acted as the patient and the student played the