Overview of the APRN Role
• APRN role as a teacher:
o Understanding the three domains of learning:
Cognitive Domain: "... contextualizing and consolidating exiting theoretical knowledge...." (Hayes, 2016, p.861)
Psychomotor Domain: the learner has retained safe practice skills when the demonstrated through repetition or "... becomes ‘second nature'...." (Hayes, 2016, p. 861).
Affective Domain: The teacher must gage whether the learner has gained realization of the values and ethical beliefs associated with their practice
o The advanced practice nurse is trained to provide patients and families with the education and skills needed understand their health/treatment, take control of their care and to be more autonomous (Joel, 2013, p. 327)
o Provide students or new graduates with the education and skills needed to feel confident, safe and practice safely/independently
o The APRN must understand the components of teaching (Gaberson & Oermann, 2010) -
Assess the learner (i.e. student, patient or family member/s)
Assess the learner's readiness to learn
Identify the individual's needs
Set obtainable goals (with learners' participation in planning)
Monitoring the learner's progression
Determine if further education/teaching is indicated
• Ultimate goal:
o Gain an understanding, trusting and professional relationship with learner to better facilitate knowledge retention
o "... patients gain an understanding of their health problems and treatments, how to care for themselves at home, and health-promoting behaviors"
o Promote safe and ethical practices for new graduates/students
References
Gaberson, K., & Oermann, M. H. (2010). Clinical teaching strategies in nursing (3rd ed.) New York: Springer.
Hayes, C. (2016). Approaches to continuing professional development: putting theory into practice. British Journal Of Nursing, 25(15), 860-864.
Joel, L.A. (2013) Advanced practice nursing: essential for role development. (3rd Ed). Philadelphia: F.A. Davis, 327-330.
Attachment:- introduction_literature.rar