Phrase "What’s the Point" as a Strategy In Nursing Education

Afza.Malik GDA

 Nursing Education and Phrase "What’s the Point" as a Strategy

Phrase "What’s the Point" as a Strategy In Nursing Education

What’s the Point! or What’s the Big Deal! Phase as a Strategy In Nursing Education, Implementation of "What’s the Point" as a Strategy In Nursing Education.

What’s the Point! or What’s the Big Deal! Phase as a Strategy In Nursing Education

    This strategy is named after one of my personal experiences in nursing school. After making a grave but not life threatening medication error, I said to my clinical instructor, “Well, what’s the big deal!”.

    That phrase has haunted me throughout my years as nurse and education I didn’t know, but should have, what the big deal was. Now my role as nurse educator is to teach students What’s the Big Deal.

    Practicing nurses normally know what the priorities are and What’s the Big Deal. Novices may need some guidance in discerning priorities, especially in complex situations. 

    This strategy provides that guidance. After presenting comment or a client case, ask students, What’s the Point! or What’s the Big Deal! Grounding content and emphasizing priorities are vital not only in nursing care, but for passing the NCLEX-RN examination Preparation and Equipment Consider the right time to ask these questions in clans. 

    The timing depends on the level of your students, the course content, and the priorities you wish to emphasize. Priority setting requires abele thinking and may be difficult at first-students must differentiate between intricate data sets to discover which priorities are highest. 

    Experienced nurses may practice this skill intuitively, but new nurses and rodents benefit greatly from practice. This strategy in many of the lectures I present. It’s a great way in get attention. Sometimes, when is writing notes with heads bowed, I ask.

     “What’s the Big Deal” or “What’s the Point? 11 mutually surprises me to see the heads pop up Suddenly the students are all ears they want to know the answers. They any just be cautious. They may also realize that cur questions mean “This is important and may be on the test.

    Simply asking these questions stars the “thinking machine” in student a mind a. For example, in a pharmacology clan we were discussing nitroglycerin and its actions in relieving angina. We discussed client education and the side effects of the medication. Sildenafil (Viagra) is contraindicated with nitroglycerine. 

    By simply saying, “What’s the Big Deal?” I helped students realize that potentially life-threatening hypotension could not from an interaction. My question brought home the importance of this issue in clinical assessment. 

    In another class we were discussing sickle cell crisis and the significance of abdominal distention. I presented a Quickie Case Study in which the nurse notes that the client’s blood pressure is lower than previous values I asked, “What’s the Point?” 

    The class discussed the implications of abdominal distention and falling blood pressure: possible sequestration crisis, splenic rupture, and shock. When I placed the situation in this framework, the students understood in gravity.

    In a seminar for seniors, we discussed their progress through nursing school and their ability to now “think like a nurse.” In that discussion, we talked of the following client picture. Students were asked to consider what their concerns would have been freshman year as novices and now as Grado acting seniors. 

    A 4-year-old client enters the ER with a high fever, nuchal rigidity, a decreased level of conscious Neu, and a rate on her entire toes us What is the big deal? To the novice student, a fever and rash do not seem serious. In contrast, experienced nurses know the signs of bacterial meningitis with potentially life-threatening outcomes and find this situation a grave one-needing immediate nursing and medical care

Implementation of "What’s the Point" as a Strategy In Nursing Education

     Use these questions any time you want to convey the seriousness of a condition or the importance of a nursing intervention. If you use them often, students will soon recognize these questions as a signal designating important information.

    These questions enhance test-taking skills. Here’s a common student frustration with multiple-choice nursing examinations: often all four answers are correct. Students are expected in pick the best answer. 

    This strategy helps them discriminate enough to choose the highest priority. Use Case Studies to set the climate for these questions. Have ana dents sift through to find the most significant data by asking “What’s the Big Deal!”

    Use these questions to ask students to relate class content to their personal or clinical experiences.

    For a lesson in diversity, ask, “What’s the Point!” when discussing cultural or spiritual priorities. Students are often surprised to discover the variety of their class mates’ attitudes toward these issues. This strategy provides insight into the importance of a newing and respecting the cultural or spiritual aspects of a client’s life

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