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The Role of Faculty

The Role of Faculty


INTRODUCTION

Scientific and social changes of the 21st century have brought a radical change in the Health care delivery system. The Nursing profession has evolved through time to establish a firm role in the medical domain based on strong ethical, moral and professional principles (Suzanne, 2004). Nursing has a more active role to play in the health care delivery system than the past and nursing, as a profession is 'accountable' today. The role of nursing faculty in an University differs from a community college greatly due to these factors in terms of training the nurses to stand up to the modern professional demands.


THE ROLE OF FACULTY AND TRAINING

Recent research studies based on a survey involving nursing students in Hong Kong has shown that there were significant perception differences of the actual clinical environment and an ideal clinical environment. The study has also brought to focus the need for a supportive clinical environment to equip the students on various aspects of clinical practice (Wan Yim, 2005). The clinical learning environment (CLE) seems to be one of the important factors that influence the student's perceptions in clinical practice. Staff student relationship, Nurse manager commitment, Patient relationship and student satisfaction seem to be crucial to a nurse-learning environment (Sandra et.al, 1997). Individualization, Innovation, Involvement, Personalization and Task orientation greatly influence the nurse perception of the clinical environment and placement (Dominic Chan,.2002).Nursing is a profession of activity and hence there is a need of strong integration of theory with clinical practice. Thus, a clinical learning environment is an essential component of the nurse education. There is a need of more reliable instruments to assess the perceptions of nursing students like the Clinical Learning Environment Inventory and warrants further investigations (Kirsten, 2006). A recent study on communication skill related problems in nursing education and practice has shown definitional problems in terms of communication skills. The study has suggested strategies in teaching communications to over come these definitive problems .A randomized study on the effect of a 105 hours psychological training programmes on attitudes, communication skills and occupational stress in oncology has shown that psychological training programmes are useful to acquire the required communication skills in nurses who care patients with complex needs. The training seems to have increased facilitative behaviours and reduced inhibitory behaviours (Delvaux et. al, 2004). A Nursing Assistant communication skills programme has been recently evaluated (McCallion 1999).

Communication problems seems to erode nurse commitment to care of mentally ill. The non-verbal communication in such settings includes patient-directed eye gaze, affirmative head nod, smiling, learning forward, touch and instrumental touch (Wilma, 1999). A small scale pilot study has explored the educational base and needs of qualified care givers with reference to terminally ill patients with learning disability. The study has shown the lack of knowledge and skills in nurses to deal with such patients. The study has also recommended the introduction of communication and interpersonal skills in the care and Management of terminally ill patients with LD in the nursing curriculum.


CONCLUSION

The medical profession demands that the nurse, in the process of care, has to interact with the patients, the medical fraternity and the health care workers. Hence, training nurses in terms of patient care, interventions and communication in a supportive clinical environment is an absolute necessity to uphold the professional standards of medical care.




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Posted by: Andrea Louise

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