Required Early Orientation 4. Nursing and health professions programs provide rigorous academics, which often have different expectations than students’ previous academic endeavors. In general, the courses are fast paced, building upon prerequisite knowledge. Importantly, students must learn to use clinical judgment to apply what they have learned in class in clinical situations. The hours in class—and clinical experiences—are long and often stressful. The evaluation process of students’ progression through a nursing or health professions program is also challenging and requires students to adjust to faculty expectations. Faculty develop simulation exercises and challenging clinical situations that require commitment and perseverance and a large dose of “grit.” Faculty-made tests and standardized tests require students to not simply recall information, but also to apply what they have learned in clinical scenarios. Most nursing and health professions faculty can describe many times in their career when students who have just completed an examination remarked, “I have NEVER taken a test like that in other courses. What is the faculty doing—trying to trick us?” Identifying the challenges nursing and health professions students face as they develop the competencies required for safe and successful practice in their disciplines and providing strategies to address these challenges early in the students’ course of study, are key to supporting student success. The course outline below provides an example of such an orientation process. Example of an Early Orientation Process Objectives: At the completion of this orientation process, students will be able to: 1. Implement study skills which emphasize application of knowledge into the provision of safe, effective care in a variety of clinical situations. 2. Use clinical judgment to make decisions that support safe, effective care in a variety of clinical situations. 3. Develop self-care strategies to address test and performance anxiety to ensure the student’s best performance in class, simulation, and clinical scenarios.
Table B
Content
Teaching-Learning Strategies
§ Review of Student Handbook § Questions and Answers
Overview of the program
Characteristics of the successful Nursing/ Health Professions student
§ Presentation by upper classman or new graduate § Presentation by clinical partner
§ Review example of score profile of a standardized admission test § Discuss students’ strengths/challenges and strategies to accentuate strengths and support challenges § Review of ongoing student remediation/supports available to students
Using the student score profile from standardized admission examinations
Study Skills § Relevant quantitative data § Reading § Note-taking § Using clinical scenarios § Application of content § Group vs. individual study time
§ Discussion of effective study skills § Practice: Effective reading Taking notes Application using clinical scenarios
4
Powered by FlippingBook