Due to confidentiality i will name my clinical environment James ward. It is a 1-beded mixed ward that benefits from an adequate level of qualified staff that are approachable and values student’s personal initiation and involvement in educationally valuable activities. The Gibbs (1988) reflective framework will be used. There are journals and access to a computer, linked to the internet, which can be accessed by students for research on assigned topics, as part of their learning contract. The ward manager provides a secure and effective leadership, enabling student’s supernumerary status to be honoured. Furthermore, the placement facilities are validated through an annual audit to evaluate and improve the learning environment for students.
According to Schon (2005), In line with good practice, students posted to the ward are immediately allocated with a mentor, who orientates them to their new environment to help them be familiarised with the physical surroundings during the initial meeting. The ward has a student pack containing details about the client group, philosophy of card and relevant policy documents and procedures including dressing code, attitude to work, punctuality and confidentiality issues which is always provided to help student settle on the ward.
Also, staff have a good timekeeping attitude, good communication and interpersonal skills, which will enables me to interact effectively with students during their time on the ward. The team of professionals are keen to learn research and share new knowledge that will help to disseminate evidenced-based information to learner and colleagues. Constructive criticism is taken in good fate at all times which will enable students to address areas of concern and improve my personal and professional knowledge therefore there is an opportunity of having experienced nurses, managerial support as well as professional guidelines from both the government and NMC which students can fall upon...
References: GIBBS, G. (1988) Learning by doing. A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.
NURSING AND MIDWEIFERY COUNCIL (2004a) The code of professional conduct: Standards for conduct, performance and ethics: London: NMC.
SCHON, D.A. (2005) The reflective practitioner: How professionals think in action. London: Basic Books.
STUART, C.C. (2003) Assessment, supervision and support in clinical practice: A guide for nurses, midwives and other health professionals. London: Churchill Livingstone.
WATSON, S (2004) Mentor preparation: Reasons for undertaking the course and expectations of the candidates. Nurse Education Today. 24(1):30-40.
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