Clinical Education

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Facilitating Change in Workplace: Clinical Education Team in Intensive Care Unit

Table of Contents

Clinical Teaching in Intensive Care Unit1

Clinical Teaching for Nurses2


Need for Change5

Stakeholder Analysis7


Using Change Models8

Lewin's seminal change theory8

Carney's change management theory9

Diffusion of innovations10


Options Analysis11

Preferred Option12



Facilitating Change in Workplace: Clinical Education Team in Intensive Care Unit

Clinical Teaching in Intensive Care Unit

Critical care nurses tend to work in an environment which is said to be dynamic by nature since the environment is ever changing. It is an environment which entails complex technology along with high patient acuity that is the patients has the right to understand the kind of treatments that they are undergoing and at the same time have the right to reason with the authorities in case of doubts. The environment has characteristics such as early discharge and hospital stays that are of shorter time spans (Manias and Aitken, 2003, 50-67).

When it comes to the students there experiences are such that has enormous amount if stressors and it becomes difficult for them to orientate themselves to the environment of this sort. Another source of stressor that the medical students have is the fact that it requires dealing with complex knowledge along with the skills that have been demanded in that particular setting (Birchenall, 1999, pp. 173-174). A need has been recognized which demands the presence of registered critical care nurses. Since there is absence of registered critical care nurses the ICU has been dependent on registered general nurses.

Clinical Setting for Nurses

With the advancement of the evidence based practice movement it has said to become evident that in every country where there is a health system is said to be fuelled by the increase in the demand of the resources. Nurses that are said to be in all levels of an entity are expected to address the evidence based practice challenge that is to make use of the research evidence considering the conscientious, the explicitness and that it should be tackled in a judicious way when it comes to making decisions in relation to the patient. It is the nurses who tend to feel that there have been many barriers and those barriers can further be defined as primary barriers which insist of shortage of time, lacking the relevant skills along with many other aspects in relation to the culture of nursing for instance, lack of authority or not authority, ritualistic care along with the policy of no incentives. Regardless of the barriers that nurses have to face it also becomes the responsibility of the nurse to justify their roles in terms of owning the professional responsibility to have a non-Judgemental approach when it comes to tackling the patients and provide equal care to all the patients.

On a very broad scale, the role of a nurse as per the Knowledge and Skill framework includes, but is not limited to, person and people development, safety and security of the patients, communication with patients and their families, improvement in service quality, and suggestions for diversity in the role of Intensive care ...
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