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INTRODUCTION:-
The team nursing conference as a teaching tool offers valuable opportunities for
learning . The ability to observe , report and analyze the significant findings, is put to its
greatest test as students are confronted with this daily responsibility.
The team idea as applied in the field of nursing is a fairly recent origin , but groups of
individuals in a loose pattern of organization with undefined relationship has existed in our
hospital wards almost ever since inception. The clinical nursing conference has come to be
recognized as a pivotal component of total teaching plan in clinical nursing. Application of the
basic concept of clinical nursing conference and the principles of group dynamics is extended to
the clinical setting as the student pursue clinical nursing experience with the framework of the
nursing team and participate in the nursing team conference.
The most common team activity is problem solving in which, through group process ,
plan for patient care are developed according to the stated patient goals . Implementation of the
plan is examined and evaluated for its effectiveness. The learner is evaluated in terms of his or
her participation in the group in reporting observations , making relationship among data, making
proposals for actions, and evaluating actions as they are reported.
The composition of the team may vary . Whatever the composition of the team , the
process in which it is engaged is essentially the same , i.e., shared managerial decision making .
managerial decision may be defined as “decision for therapeutic interventions , or to prevent
or to alter disease”-(Feinstein). The learners participation may range from a sharing process to
the highly developed skill of collaboration. The nature of the participation is determined by the
stated behavioral objective for the experience.
Definition
Team nursing conference is “a group discussion using problem solving to determine the
ways of providing care for the patients to whom students are assigned as a part of their clinical
experience.”
1. To guide in teaching
2. To acquire more knowledge
3. To discover the interest , needs and problems of the individual student
4. To help the student to help himself or herself
Research eviedence:-
Perciful EG, Nester PA.The effect of an innovative clinical teaching method on nursing
students' knowledge and critical thinking skills.Journal of Nursing Education. 1996
Jan;35(1):23-8.
The purpose of this quasi-experimental study was to determine the effect of an
experimental clinical teaching method on nursing students' knowledge and critical thinking
skills during clinical rotations in psychiatric nursing. Ausubel's Assimilation Theory of
Learning provided the theoretical framework for this research. The subjects (N = 83) were
from the baccalaureate nursing graduating classes of 1992 and 1993 of a medium-sized state
university in the mid-atlantic region of the United States. The experimental clinical teaching
method used computer-assisted instruction (CAI) throughout and a collaboration model
(student-faculty-service) during initial clinical experiences. Knowledge was measured by the
score for the psychiatric nursing component of the Mosby Assess Test and two parts of the
National League for Nursing's (NLN) Psychiatric Exam (theory and total scores). Critical
thinking was measured by two parts of the NLN's Psychiatric Nursing Exam (the score for
assess, analyze, and evaluate as one measure and planning and implementation for the other
measure). The comparison group scored significantly higher than the control group on
assessing, analyzing, and evaluating (t = 2.15; p < .03), as well as planning and
implementation (t = 2.33; p < .02), measures for critical thinking skills. However, there was no
significant difference between the study groups with respect to knowledge. The findings
support the appropriateness of Ausubel's Assimilation Theory with this clinical teaching
method. Discussion relevant to the application of the study findings to nursing education and
future research is presented.
Planned meeting to identify problems and evaluate patient care. These conference
provide means for all the team who are directly contributing to the care of a group of
patients who have benefit from the experience of others. The members as a group aim to
formulate nursing intervention for one or two patients analyze and the nursing care given.
The clinical nurse coordinator and the supervisor are the important members of the patient
centered conference.
It should be a part of the planned scheduled meetings for each unit or section. The
supervisor assisted by the clinical coordinator is the leader here. The topics
presented may include standards of patient care , policies , procedures, safety
measures, infection control, nursing audit evaluation, unit staffing measures and
clarification of new personal policies
a) Opening phase
b) Working phase
c) Closing phase
Opening phase
It is defined as the first two minutes of the conference. The task here is to make a
commitment to work on a problem relating to a particular patient. This often sets a tone for the
entire session.
Working phase
The task of this phase is to arrive at a consensus on problem identification and solution.
Once the patient is selected , it is found that a great deal of time during this phase is spent in
delineating the problem clearly.
If the group have differences in opinion the solution will be inconsistent or incomplete. It
is helpful the if group focus their discussion by asking direct questions ,rephrasing the word said
by the group and summarizing. Sometimes the data the group is incomplete the group try to fill
in. if the consultant and the group view the absent data as critical to the solution , time is better
spent to get the facts than speculations. Conference time can be used to identify just what is
needed.
The problems are identified and the group can often reach its own solutions. Offering
concrete solutions to the problem allow the student to feel they are getting something from the
group . The teacher should ensure the opinion of the students about the validity of her
suggestions.
Closing phase
Once the group has worked through problem solving and has decided on the solution , the
next phase is closing phase. The main task here is to delegate the responsibility to one or more
students for acting on the problems continuously.
Practical uses:-
1. It helps the students to collect information in a creative way, it validates the data
systematically.
2. It provides a real practical experiences and involvement to the students
3. It fortifies the thinking of students so that the judgement capacity of the student
increases
4. Each member of the conference will actively participate
Research eviedence:-
Title;Clinical Nurse Educators' and School Instructors' Teaching Methods for Nursing Students.
Ishida Sadayo. Sekine Ryuko . Tsukamoto yasuko etal .( 2001 ) . Annual Report of University of
Shizuoka. vol. no 14-2 ; PAGE. 63-74
The aim of this study was to identify the actual conditions of clinical nurse educators' or
school instructors' teaching in clinical practice through students' responses. It was also to discuss
the effective teaching methods. The study was conducted 94 both two-year and three-year course
students by using questionnaires after they completed required clinical practices. In conference,
their activities were to approve good points, indicate ground for decision or weak point, advice
for problems and pass on their experience or their view of nursing. On the other hand, in care,
their activities which discoraged students' leaning will were to assume irritable attitude or
disrespected behavior and indicate only students' weak points. In conference, their one-sided
points were indicated. Almost all the students were satisfied with their clinical practice, they
demanded that school instructor would be a good supporter and proper nurse for the clinical
nurse educator should be selected for nursing students. These results suggest that the effective
teaching methods to enhance students' learning will are to recognize or support their thinking and
encourage.
CONCLUSION:-
BIBLIGRAPHY
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TEAM
NURSING
CONFERENCE
Submitted to:-
Submitted by:-
Mrs. Philomina Fernandes
Ms. Shesly P. Jose
Asst. Prof
I Year MSc Nursing
NUINS
NUINS