英国护理论文代写:护理会议

Keywords:英国护理论文代写:护理会议

来自两个相邻的单性急性住院病房的9名5级医护人员和6名医疗助理参加了这次会议。这是一个相对成熟的群体:6个40岁以上，9个30岁以下。有些员工从未接受过正式培训，有些员工需要在使用该工具时进行更新，以使他们更加多才多艺。他们中的大多数人多年来都是合格的，他们在病房里工作了六年多。由于参与者的技能范围不同，一个重要的特点是方法的灵活性，以满足每个学习者的需要。采用的方法的主要组成部分包括以下内容:治疗技巧教学。一个关键的方面是开发一种战略方法来与服务用户进行接触，而不是在使用这个评估工具时进行随机对话。整个方法的目的是使参与者在他们的团队中变得更具有自主性，在使用评估工具时在服务用户中发挥更大的促进作用，而不是管理作用，从而使他们能够做出改变。会议以自我介绍开始，随后是团队的其他成员。会议的目的是进一步发展工作人员对在急性住院病房使用KGV作为评估工具的知识。目标也被引出;在会议结束时，预计工作人员将能够使用KGV作为评估工具，以加强病人护理。该小组首先被要求回答开放式问题，以鼓励参与者发言，并确定他们对会议的需求和期望。这也决定了他们对这个主题了解多少。这一方法是基于Kolb(1984)所描述的与体验学习有关的心理学习理论。这包括提出问题，鼓励反思，概念化，和测试想法的方法。
英国护理论文代写:护理会议
Nine band 5 staff nurses and Six healthcare assistant, from two adjacent single-sex acute admission inpatient wards, took part in the session. This was a relatively mature group: six were over 40 years old and nine under 30 years of age. Some staff has never been formally trained and some need to be refreshed on the use of the tool to make them more versatile. Most had been qualified for many years and they had been working on the wards for over six years. Given the differing range of skills among participants, an important feature was flexibility of approach to meet each learner's needs. The main components of the approach adopted included the following: Therapeutic skills teaching because of the topic. A key aspect was the development of a strategic approach to encounters with service users in preference to random dialogue in using this assessment tool. The overall approach aimed to enable participants to change by becoming more self-determined in their team and being more facilitative, rather than custodial, in their role with service users when using the assessment tool.The session started by introducing myself and the rest of the team followed. The aim of the session was explained which is to further develop staff knowledge of the use of KGV as an assessment tool within the acute inpatient admission wards. The objective was also elicited; at the end of the session staff are expected to be able to use KGV as an assessment tool to enhance patient care. The team were asked open question to begin with to encourage participant to talk, and to ascertain their needs and expectation of the session. This is also to determine how much they know about the subject. This approach was achieved based on the psychological learning theory described by Kolb (1984), which relates to experiential learning. This involve asking questions which encourage reflection, conceptualisation, and ways of testing the ideas.