Mei Yun, Yu
Fooyin University, Taiwan
Title: Reflexive, Responsive and Time-limited Strategies for Mentoring the Clinical Practice: in Operation Rooms Arena
Biography
Biography: Mei Yun, Yu
Abstract
Statement of the Problem: Building up the clinical curriculum for nursing students in operation room is a unique program. The learning outcome of the program is nursing students practice in a fast and effective environment in a well-adjusted and positive attitude.Perioperative clinical curriculum is entirely different from others. For reasons of lacking related literature, a new conceptual strategy combines simulative teaching and advocating students in high-stress situations of operation rooms has already been developed.
Methodology & Theoretical Orientation: “Time-Limited Strategies” means students have to pass tests in certain time periods to be qualified into clinical field. Reflexive, Responsive communication strategy means flipping nursing students as the key person of their learning process, encouraging them to reflex the process and response to adjusting the learning process. It contains "Plan Drawing of operating rooms " and "Challenge of gowning and gloving in one minute,"b both including the factor of “Time-Limited” to push students practicing and achieving the learning goal. Well-know the hardware and moving lines of operation room are one of the first priorities when nursing students arrive perioperative nursing clinical curriculum. After guided by the instructor, students deliver "Plan Drawing of operating room" in 30 minutes to prove their well-recognizing of operation room to be qualified as an assistant circulating nurse.
Skillful surgical techniques is another top priority for students. Performing "Challenge of gowning and gloving in one minute" is the criteria for students qualified as an assistant scrub nurse.
Findings: "Plan Drawing of operating rooms " is an effective way to familiarize with the operating room hardware setting and moving lines; "Challenge of gowning and gloving in one minute" contains factors of time-stress-simulation and skillful and professional technique to enhance nursing-students’ motivation to practice.
There were 35 participants from March to July 2015 .According to both Likert’s Scale and the narrative quality feedback from nursing students, both of these teaching strategies have received positive recognition