Two main challenges can be identified from the video. Firstly, the teaching faculty individual fails to provide comprehensible information to the nursing student. She is in a rush to provide instructions to the student, who is clearly anxious about her first clinical experience. The vague information leads to the student to wander around in the busy environment at the hospital. Secondly, the nurse preceptor is very busy and thus dismissive of the student’s situation. She fails to provide guidance to the student during her clinical experience.
The above issues can be effectively dealt with from three perspectives; from the faculty’s role, the nurse preceptor’s and the student’s role. In the first case, the faculty should cultivate a positive relationship with the student. In this case, this would involve frequent communication in order to understand the student’s needs and address them appropriately. According to Billings and Halstead (2012), problems between students and the faculty can be solved effectively, if faculty engages in honest and frequent communication. This proactive approach would assist the faculty to anticipate students’ needs. Therefore, in the video, the faculty representative would have anticipated the student’s condition and take into consideration through ensuring clear communication.
In the second case, the nurse preceptor should identify the student’s condition being the first time of her clinical experience. Since she is to provide guidance to the student, the nurse preceptor should create an environment and provide various opportunities which the student can learn from (Gaberson, Oermann, & Shellenbarger, 2015). For instance, she should allow the student to accompany her during her rounds with patients, so she can understand what will be required of her as a registered nurse.
Lastly, as the student, one should prepare themselves psychologically for the clinical experience. For instance, understanding the busy hospital environment would allow the student rest their hopes on the nurse preceptor, and should instead be proactive, anticipating the activities that are taking place in the hospital to fulfill her course objectives and requirements.
References
Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis, Missouri: Elsevier Saunders.
Gaberson, K. B., Oermann, M. H., & Shellenbarger, T. (2015). Clinical teaching strategies in nursing. New York: Springer Publishers.
