The training in nursing practice in the expanded role is our specialty and our strength. Our training sessions are given to small groups from 4 to 10 people, this enables us to have a better interaction and a more personalized approach. Our educational methods have been proven effective.
With that goal in mind, we hand out the most complete documentation possible, repeat important elements, and enhance our PowerPoint presentations with many images and diagrams. We always provide multiple examples in order to promote information retention. We focus on the practice of the physical examination and on the complete evaluation and integrate real life scenarios in order to better integrate the material. We have trained many nurses since the creation of our business. Our training in the expanded role is very much appreciated.
We have an experienced team that works together in order to develop each participant to its maximum. They are not just content on giving the material through presentations. They go further. They have a common objective: « Develop the nurse ».
Each instructor must prove himself/herself at hiring time. They must have given at least 250 hours as an instructor. They must know and master the subjects they teach. To ensure of the quality of our instructors, we select them thoroughly. Among other things, they must prove to us their competence by giving a presentation to a group formed with nurses from our agency and instructor doctors. We only choose the best, it is not sufficient to know the material and to have experience with a nice résumé. We want the instructors to be able to transmit the material and to be good teachers. We only hire instructors that have the passion to teach.
To ensure a constant quality, each instructor is individually evaluated after each group. We only keep the instructors that obtain the mark « Very good » or « Excellent ».
Approach and Methods Used
The approach by competency is the key element of this training, based on the cognitive psychology that identifies three categories of knowledge: the declarative knowledge (theory), the procedural knowledge (practice) and the conditional knowledge (allowing to recognize the contexts in which the procedures apply).
These three categories interact in the learning and the performance of our nurses. Each category of knowledge is learned in a different manner and is represented in a precise way in the long term memory, which necessitates particular learning strategies. The presentation is the pedagogical method on which the declarative knowledge (theory) is based on, which represents about 65% of the training. This presentation is informal, that is to say that the nurses can ask questions anytime during the course. This course uses various audio-visual tools (Power Point files, videos, schemas, sketches, etc…), dependent on a recommended inductive reasoning.
The training is socially centered; it allows putting the nurses in the centre of the learning process and this, in a constructive and socially constructive environment. The nurses can then interact between themselves and the instructor.
The procedural knowledge is essentially practical knowledge and we hope the nurses will acquire some know-how, for example, to be able to do a conscientious physical examination of all the systems and to acquire some automatisms. Therefore, they equip themselves to integrate a procedural knowledge and to integrate it in a practical situation.
Another learning activity that enters in the scope of conditional knowledge: real-life scenarios, which represent, with the practice of the physical examination, 35% of the training. According to a hypothetico-deductive reasoning, this method allows the nurses to use their knowledge, to be empowered in resolving problems in real and complex situations and to put into context their learning in different situations in a professional environment.
Detailed course outline