Summary of article 1
In the article, Creating Innovative Clinical Nurse Leader Practicum Experiences through Academic and Practice Partnerships the authors main aim was to spell out clearly the roles of the clinical nurse leader (CNL). According to the article, these roles were mainly to meet the complex needs and healthcare services to its patients, the affected families, and most of all the health care system in general. In this article, and with reference to nurse leaders at university of Alabama nursing school, the authors vividly describe some of the processes incorporated by the CNL in order to aid in the development of an effective course for the clinical nurse leaders. Through this, the system is guaranteed of having created and well prepared the respective students for the clinical health systems. In addition, the authors conclude that for the process to be successful, it is important for a relationship between the respective faculties and the practicing leaders to exist. This is because such relationships could in the end aid in the introduction of various educative programs together with new and safer methods of providing care to their patients.
Summary of article 2
In the article, Designing and Implementing Reflective Practice Programs, Key Principles and Considerations the authors mainly aimed at outlining some of the various concepts and principles. These could be incorporated in the existing nursing programs to ensure that course caters for all nurses needs and requirements when out in the field. Through various interviews conducted by the authors of this report, the answers received allowed them to narrow down to three important principles. First, Parrish and Crookes determined that the teachers and titers involved in teaching nursing course should always be well prepared in the sense that the tutor has to have the knowledge on each aspect of the course since this makes the confident enough to achieve the expected goals. Parrish and Crookes also determined that, the existing curriculum for the nursing profession as to well structured, in such a way that it mainly concentrates on the key concepts and to ascertain that the student finishes the knowledge with enough knowledge and practice to venture in the real world with real patients or clients. The author concludes that the course curriculum should be reviewed to ascertain that students get enough practice on some of the possible encounters. Through this, the students could easily reflect and apply the knowledge acquired during the course to their real nurse-patients situations.
Summary of article 3
This white paper entitled, A Nurse's Guide to the Use of Social Media aims at addressing online professionalism. The purpose of the article is to provide the nurses with relevant guidance on how to consider the use of social media in their profession but still meet the expected patient confidentiality and away from the public. From the article, the social media can help in the provision of health care services, hence being of great advantage to both the patient and the nurse. For instance, through social media the nurse can be in a continuous communication with his or her patient, together with their family members. This allows the patients communicate in an effort to seek clarification on the medications or its side effects. Similarly, the author of the article also acknowledges the use of social media by the nurses in the sense that nurses can use such platforms to educate the public and inform them of any other matters arising on the health, like an outbreak of a disease in other cases vaccinations procedures. The author concludes by stating that, although the use of social media by the nurses brings about positive outcomes, the nurses have to abide by all the laws governing them, starting from their employers laws to the state laws.
Jukkala, A., Greenwood, R., Motes, T., & Block, V. (2013). Creating innovative clinical nurse leader practicum experiences through academic and practice partnerships. Nursing education perspectives, 34(3), 186-191.
National Council of State Boards of Nursing. (2011). White paper: a nurse's guide to the use of social media. The Journal of practical nursing, 61(3), 3.
Parrish, D. R., & Crookes, K. (2014). Designing and implementing reflective practice programs key principles and considerations. Nurse education in practice, 14(3), 265-270.
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