Working efficiently in today’s complex as well as transforming healthcare and the provision of safe care
Working efficiently in today’s complex as well as transforming healthcare and the provision of safe care
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Requirements: 100 words
YesterdayApr 11 at 6:37pm
Hi Class,
Working efficiently in today’s complex as well as transforming healthcare and the provision of safe care requires a continuous update of professional skills and knowledge. Therefore, psychomotor learning is important for a clinical course. Nurses must be in a position to identify the relationship between cognitive functions and physical movement. For example, psychomotor skills are important in a clinical course as learning such skills helps ensure that the patients are taken care of through nursing (Alrazeeni et al., 2020).
Two psychomotor skills include performing head-to-toe health assessments and starting and putting intravenous lines in a patient. Collaborating with an LRC helps facilitate student performance with these skills. LRC offers a setting in which students can observe and practice in a simulated environment. Therefore, LRC can help in arranging scenario-based skills training where students can perform health assessments and start IVs. LRC can also be helpful in arranging drills in which students can repeat tasks until they comprehend them. Particularly, taking vital signs through health assessments is a prerequisite for nursing. Signs such as body temperature, weight, blood pressure, pulse rate, and respiratory rate determine the body’s functioning. Learning how to assess these vital signs is a part of psychomotor skills (Clerkin et al., 2022). In nursing, ensuring the safety of patients is of utmost importance while caring for them. Assisting patients by offering IVs forms an important part of psychomotor skills.
References
Alrazeeni, D., Younas, A., & Parveen Rasheed, S. (2021). Experiential Learning for Psychomotor Skills Development of Emergency Medical Services (EMS) Students: An Action Research. Journal of Multidisciplinary Healthcare, 2151-2159.
Clerkin, R., Patton, D., Moore, Z., Nugent, L., & Avsar, P. (2022). What is the impact of video as a teaching method on achieving psychomotor skills in nursing? A systematic review and meta-analysis. Nurse Education Today, 105280.
5 hours ago
YesterdayApr 11 at 3:07am
Psychomotor skills, which involve the coordination between cognition and physical movement, are a crucial aspect of nursing education and practice. These skills require the demonstration of fine motor control, strength, accuracy, and speed in performing tasks such as inserting an intravenous catheter or providing wound care (Mwale & Kalawa, 2016). Motor skill development begins in early childhood and progresses through three stages: cognitive, associative, and autonomous, as individuals learn to manipulate objects, perform increasingly complex movements, and develop muscle memory. Mastery of psychomotor skills is essential for nursing students to provide safe and effective patient care, making it a critical aspect of nursing education.
Two essential psychomotor skills for a clinical course or courses in nursing could be intravenous (IV) catheter insertion and wound care. IV catheter insertion is a critical skill for nurses to master because it is essential in administering medication and fluids to patients. Wound care is another critical skill as many patients may have wounds that require care to prevent infections and promote healing. To facilitate student performance with these skills, collaboration with an LRC (Learning Resource Center) person is crucial. The LRC person can provide the necessary equipment and materials needed for simulation practice, as well as provide feedback to students on their performance. For IV catheter insertion, the LRC person can provide a simulation arm and vein model for students to practice on. The LRC person can also provide videos and handouts to explain the steps involved in the procedure. The LRC person can observe students as they practice and provide feedback on their technique, which can help the students improve their skills. For wound care, the LRC person can provide simulation models for students to practice on. They can also provide handouts and videos that explain the different types of wounds, appropriate care, and dressing techniques. The LRC person can observe students as they practice and provide feedback on their technique, which can help students improve their skills.
Reference
Mwale, O. G., & Kalawa, R. (2016). Factors affecting acquisition of psychomotor clinical skills by student nurses and midwives in CHAM Nursing Colleges in Malawi: A qualitative exploratory study. BMC Nursing, 15(1). https://doi.org/10.1186/s12912-016-0153-7
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