Expanded Role Training
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 proven to be 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 physical examination and on the complete evaluation with real life scenarios in order to better integrate the material. We have trained many nurses since the creation of our business. Our expanded role training is very much appreciated.
We have an experienced team of instructors who work together in order to develop each participant´s potential to its maximum. They are not just content with giving the material through presentations. They go much further. They have a common objective: « Develop the nurse ».
Each instructor must prove themselves at hiring time. They must have taught at least 250 hours as an instructor. They must know and master the subjects they teach. To ensure 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 of nurses from our agency and instructor doctors. We only choose the best, it is not sufficient to only know the material and to have experience with a nice resume. We want instructors to be able to transmit the material and to be good teachers. We only hire instructors who truly have the passion to teach.
To ensure a constant quality, each instructor is individually evaluated after each group session. We only keep the instructors who 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: declarative knowledge (theory), procedural knowledge (practice) and conditional knowledge (which allows us to recognize the contexts in which the procedures are applied).
These three categories interact in the learning and the performance of our nurses. Each category of knowledge is learnt in a different manner and is represented in a precise way in the long-term memory, which necessitates particular learning strategies. Presentations are the pedagogical method on which the declarative knowledge (theory) is based on, which represents about 65% of the training program. Presentation are 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.), depending on a recommended inductive reasoning.
Training is socially centered; it allows putting the nurses in the center of the learning process, in a constructive and socially constructive environment. The nurses can then interact between themselves and the instructor.
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 learn procedural knowledge and learn how to integrate it in a practical situation.
Another learning activity in the scope of conditional knowledge is real-life scenarios, which represent 35% of the training program, along with the practice of physical examination. 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 their learning into context in different situations of a professional environment.