EMAP
Nurses as educators: creating teaching moments in the practice settingCitation: Reynolds L et al (2019) Nurses as educators: creating teaching moments in the practice setting. Nursing Times; 116: 2, 31-34.How to use this article in your revalidation activitiesPrint the article and distribute it to all members of your journal club before your meeting. Use the author commentary and discussion points below to help get your discussions started. Participation in journal clubs can be used for revalidation as participatory CPD and/or reflective accounts.Participatory CPD: Record the time you spent reading the article and discussing it in your journal club, describe what you learnt from the article and your group discussions, explain how you will apply it to your practice, and how it links to the NMC Code;Reflective accounts: think about what you learned from your discussions, how you can use your learning to improve your practice, and how this relates to the NMC Code. Add this information to the ‘notes’ section at the end of this document.If you subscribe to Nursing Times, log the evidence in the ‘Other professional development’ or ‘Reflective accounts’ section of your NT Portfolio.For more information on setting up and running a journal club go to ntjournalclubAuthor commentary: The value of teaching momentsWith pre-registration nursing and nursing associate students spending 50% of their time in work-based learning, teaching in the clinical setting has never been more important. To maximise development opportunities for learners within what can be busy and often congested learning environments nurses must hone their skills and ability to embrace every teaching moment while delivering care. Enabling education in the clinical environment brings knowledge and theory to life and can be used to effectively bridge the theory-practice gap. Teaching moments are often memorable and impactful. I still remember being a student nurse, in triage during my A&E placement and my mentor taking five minutes to explain the theory behind a patient’s presenting problem, drawing the anatomy on the back of a scrap of paper. This happened over 20 years ago but this T-moment has remained with me throughout my career.In recent years the reduction in continuous professional development funding has meant we need to think differently about how to continue to ensure nurses have the knowledge and skills they need to deliver care and innovation. Many employers have brought post-graduate education modules in house. Collaborations across geographical settings and systems have created efficiencies and innovations for nurse education. Nurses have been enabled to undertake qualifications in specialisms, by using a work-based learning approach, the curriculum shaped directly by the needs of the patient.Teachable moments provide a frame for nurses to recognise and value the learning that takes place every day, to inform the creation of future programmes and to shape and grow the future nursing workforce. By creating an environment in which learning sits at the centre, we can create a learning culture which will bring significant benefits to patients and staff.Authors: Lisa Reynolds is senior lecturer and Julie Attenborough is associate dean: director of undergraduate studies at the school of health sciences, City, University of London; Jenny Halse is head of nurse education and Florence Nightingale Scholar, King’s College Hospital NHS Foundation Trust. Discussion pointsWhat teaching moments can you identify in your practice? How do teaching moments differ between different learners in your setting?What are the key skills for creating teaching moments?What opportunities so you have for debrief and reflection and how can they be maximised?How might you engage service users/patients and carers and members of the multi-disciplinary team in creating and using teaching moments in practice?Nurses as educators: creating teaching moments in the practice settingCitation: Reynolds L et al (2019) Nurses as educators: creating teaching moments in the practice setting. Nursing Times; 116: 2, 31-34.-63500165735Revalidation evidenceMake a note of how your journal club discussion relates to your own practice and the NMC Code, what you learnt from reading and discussing the article and how you will use this learning to change your practice. If you subscribe to Nursing Times, you can upload this article with your notes into your NT Portfolio as evidence of participatory CPD. You can also use it as the basis for a reflective account.0Revalidation evidenceMake a note of how your journal club discussion relates to your own practice and the NMC Code, what you learnt from reading and discussing the article and how you will use this learning to change your practice. If you subscribe to Nursing Times, you can upload this article with your notes into your NT Portfolio as evidence of participatory CPD. You can also use it as the basis for a reflective account.Your notes ................
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