in collaboration with
MALAYSIAN ALLIED HEALTH SCIENCES ACADEMY, MALAYSIA
BSc (HONS) NURSING PRACTICE DEVELOPMENT
PP 0126 ASSIGNMENT
The Practice Arena as a Learning Environment
I/C NO: 870402-08-6054
N U Student ID: 1404 1918
Word count: 1994
The clinical practice area is the best learning environment for nurses, considering nursing is a practice-experience based profession. For nurses, learning is an important act of acquiring continuous information to polish existing knowledge of factual and procedural skill from the clinical practice area. This paper will analyze my work place as my learning environment by SCOB analysis. As mentioned above, several criteria or strengths contribute to my learning in the clinical practice area. For newly joined nurses, an orientation program was organized in the ward. The program includes orientation to the ward routines and physical layout of the ward. The program helped to allay my anxiety and fear at the new work environment. It also afforded me a fuller image of what would be my job and obligation in the clinical practice area. There is a discussion room in my ward, equipped with various reading materials and reference guides related to my work, such as work description file and drug dilution formulary. Computers with internet access were placed in discussion room and nurses’ counter. The computers were installed with a secured hospital information system that gives much information for learning. Besides, my computer skills were enhanced too. Furthermore, I was kept abreast and exposed to learn around the latest technology equipments used in practice in my ward.
However, to gain proper learning support, I faced some challenges as well. In my unit, the ratio of qualified mentors to the junior staffs is not satisfied. While, available senior staff nurses have lack of interest involving in junior nurses training and assessment mainly because their heavy workload due to shortage of staff. At times, it is difficult to learn bedside patient care skills due to lack of supervision and guidance from mentor. Apart from that, the overcrowded practice area in my unit limits the quality and quantity of formal and bedside teaching by the mentor. In big groups, it is difficult to visualize any procedure demonstrated by the mentor, as my concentration was compromised. Furthermore, restricts ‘hands on’ of a procedure as I to compete for limited learning opportunities with other learners. Wide range of patients’ cared in my unit. I was given opportunities to rehearse new skills on real patients with a mentor’s supervision and guidance. Active participation helped me to develop self-motivation to learn further. I was given protected time by mentor to take queries and clear my doubts. I was welcomed in the multidisciplinary team clinical case discussion and sent to health workshops that gave me new knowledge. Besides that, my unit nurse manger promotes learning opportunities’ by organizing continues nursing education (CNE) classes every Friday. The talk would be given by mentors’ or other allied science practitioners with various topics. Indirectly, CNE classes helped me to gain new knowledge and fulfill the mandatory CPD points’ requirements for nursing practice registration annually. Lack of communication due to inferior superiority complexes is identified as a potential barrier to effective interpersonal relationship between working peers. Junior nurses often scolded and treated as scapegoats for any faults in the practice area. This, unhealthy social climate create stress, embarrassment and unhappiness which indirectly inhibit learning. Another barrier encountered was lack of nurse recruitment by the organization. Insufficient staff energy is pulled along the heavy workload so experienced staff rarely has time for teaching. Sparingly, organization rarely fund for mentorship courses for...
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