Other Titles
Transition to Practice [Title Slide]
Abstract
Session presented on Saturday, March 18, 2017:
New nurses require well developed clinical reasoning skills in order to deliver safe, effective, and compassionate care. Preparing nursing students for practice, and guiding the new graduate nurse through the transition to practice demands that academic and practice-based educators use transformative strategies to develop clinical reasoning skills. A key partner in both settings is the preceptor/clinical coach. The National League for Nursing (NLN) and the International Nursing Association for Clinical Simulation and Learning (INACSL) believe that debriefing techniques hold great promise in coaching novice nurses in today's health care system (NLN, 2015). Debriefing is integral to achieving effective learning outcomes through simulation. Reflection, at the core of debriefing, is central to being critical, i.e., the ability to examine information to see the whole of reality (Freire, 1970/2000). It is a process of assessing what is relevant and determining the reasons for our actions. Nonetheless, the NLN maintains that debriefing techniques are not confined to simulation experiences (NLN, 2015). Coaching our new nurses as they enter practice requires a thoughtful approach wherein preceptors and learners question and reorder how they think, act and understand. Debriefing in the form of an interactive conversation, has the potential to transform not only nursing education but our practice environments. The NLN has developed a Guide to Teaching Thinking that outlines the necessary components for engaging critical conversations (Forneris and Fey, 2016). This workshop will begin with highlighting the known areas of risk as we transition students through nursing coursework into professional practice. Using the NLN Guide to Teaching Thinking, the workshop focus turns to developing the necessary foundational skills needed to engage in critical and supportive conversations. Strategies to guide preceptors in the identification of learning needs and development of clinical reasoning will be explored. Through the use of simulation and debriefing, participants will examine target gaps and how the coaching strategies are applied. Learning Objectives: Identify issues specific to transition to practice, discuss the use of supportive debriefing strategies for coaching and mentoring.
Sigma Membership
Chi at-Large
Lead Author Affiliation
National League for Nursing, Washington, DC, USA
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Debriefing, Novice Nurses, Preceptors
Recommended Citation
Forneris, Susan G. and Kellgren, Molly E., "Critical Conversations With New Nurses" (2017). Creating Healthy Work Environments (CHWE). 8.
https://www.sigmarepository.org/chwe/2017/presentations_2017/8
Conference Name
Creating Healthy Work Environments 2017
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2017
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2017-03-03
Critical Conversations With New Nurses
Indianapolis, Indiana, USA
Session presented on Saturday, March 18, 2017:
New nurses require well developed clinical reasoning skills in order to deliver safe, effective, and compassionate care. Preparing nursing students for practice, and guiding the new graduate nurse through the transition to practice demands that academic and practice-based educators use transformative strategies to develop clinical reasoning skills. A key partner in both settings is the preceptor/clinical coach. The National League for Nursing (NLN) and the International Nursing Association for Clinical Simulation and Learning (INACSL) believe that debriefing techniques hold great promise in coaching novice nurses in today's health care system (NLN, 2015). Debriefing is integral to achieving effective learning outcomes through simulation. Reflection, at the core of debriefing, is central to being critical, i.e., the ability to examine information to see the whole of reality (Freire, 1970/2000). It is a process of assessing what is relevant and determining the reasons for our actions. Nonetheless, the NLN maintains that debriefing techniques are not confined to simulation experiences (NLN, 2015). Coaching our new nurses as they enter practice requires a thoughtful approach wherein preceptors and learners question and reorder how they think, act and understand. Debriefing in the form of an interactive conversation, has the potential to transform not only nursing education but our practice environments. The NLN has developed a Guide to Teaching Thinking that outlines the necessary components for engaging critical conversations (Forneris and Fey, 2016). This workshop will begin with highlighting the known areas of risk as we transition students through nursing coursework into professional practice. Using the NLN Guide to Teaching Thinking, the workshop focus turns to developing the necessary foundational skills needed to engage in critical and supportive conversations. Strategies to guide preceptors in the identification of learning needs and development of clinical reasoning will be explored. Through the use of simulation and debriefing, participants will examine target gaps and how the coaching strategies are applied. Learning Objectives: Identify issues specific to transition to practice, discuss the use of supportive debriefing strategies for coaching and mentoring.