I just completed my last final exam this past Saturday and out of my first semester of 'real' exposure to the Faculty of Nursing, I have to say that I'm a bit appalled. No, it's not a student nurse, who speaks without thinking.
It's the faculty itself.
It's their spelling and grammar.
After writing three exams filled with typos, spelling errors, and grammar goofs, I simply cannot believe that degree and doctoral-trained professionals could allow such filth to be distributed en masse to the student body as a form of testing. I neither expect my average fellow student to care as much as I do about this issue nor do I expect them to even notice the errors in the first place. What I do expect is that the professors would have the decency to press the 'spell check' button at the conclusion of compiling their final exam.
This problem is not isolated to final exams. I have witnessed the same carelessness throughout the semester. I have been given "scheduals", informed that "your responsible to complete assignments in a timely manner", and have been constantly reminded to assess the patient's "ventillations".
To be clear, I do not expect perfection, a simple review would catch most of the mistakes I have seen and proof-reading from an appropriately-trained staff member would virtually eliminate the rest. What I expect is an effort, and it is apparent that effort is not given to this area.
It is for these reasons that I added a small postscript note to the end of one of my finals that read: "You're spelling and grammar sucks bahls."
EDIT: Just located the culmination of nursing's literary shortcomings here.
Thursday, December 23, 2010
Monday, December 13, 2010
Early Christmas Gift
A special token of my appreciation for all your quick glances at my blog this semester:
Monday, November 22, 2010
It's QOTS Time Again!
The hits just keep on coming! Whatever will these people say next? That they're going to grow up? Start thinking before they speak? Consider others' opinions before assuming their own are correct?
Nope!
"You have the model body like a runway model. I mean, you're not that thin but, you know, you kind of look like that."
Nope!
"You have the model body like a runway model. I mean, you're not that thin but, you know, you kind of look like that."
Friday, November 5, 2010
Insinuation
If ever you've felt that I thought nursing students, on average, were of the stupid inclination, I apologize...for now.
While sitting in class and listening to no fewer than eight students do their best to tear the professor apart due to the fact that they said that she (prof) said that there was only multiple choice on the midterm, wait, no, that she (prof) said that there would be short answer but they would be only one-word answers (wtf?), no, that wasn't it, it was that she (prof) didn't communicate clearly the expectations of the exam because I would have studied WAY differently (read: actually studied) if I had known that I was supposed actually comprehend and memorize things instead of being able to choose the best answer from a list containing one goofy answer, one wrong answer and two answers that are plausible but one results in success and the other in tears and cries of "BUT IT'S THE SAME THING!" (deep breath to recover from run-on sentence and continue the train wreck).................I realized that nursing students aren't exactly stupid, they're scared.
What are they scared of? Quite simply, they fear the same thing every single person on earth fears: losing control. Now, just because we all fear losing control doesn't mean we all have valid fears. In fact, it's just the opposite. Our fears are usually ridiculous, things that we have talked ourselves through time after time but still can't bring ourselves to overcome them. Our fears are irrational, yet every time we reason our way through them, we end of right back where we've begun: clinging to the ice cream bucket, sobbing our eyes out while we watch episode after episode of Holmes on Homes.
Or something like that.
BUT, nursing students are different.
Nursing students, usually being the overachieving, recently graduated from high-school types, fear losing control of their educational outcomes after realizing they were spoon-fed throughout high-school. They fear the presence of expectations that, when not met, result in actual consequences. For instance, being expected to study for and write an exam that isn't multiple choice or being expected to hold your rage inside after a clinical coordinator tells you ever-so-kindly that you are not the perfect angel your parents always said you were.
At this stressful juncture, students have a choice to travel down one of two paths. They can choose the direction that sees them remain calm despite emotions, cool despite the pressure, and collected despite the urge to lash out at everything (and everyone) that seemingly stands in opposition. This path leads to the realization that life just isn't all about you despite what car makers and your well-intentioned parents would have you believe. The other path is much easier because every problem is the fault of someone else and every success is yours to flaunt. The ease ends, however, with a frightening crash upon the rocks of reality or, as I like to call them, the Cliffs of Disparage.
So, while sitting and listening to my fellow nursing students further embarrass themselves, I realized that I was surrounded by something more lethal than idiots: fearful nursing students.
Stay in school.
While sitting in class and listening to no fewer than eight students do their best to tear the professor apart due to the fact that they said that she (prof) said that there was only multiple choice on the midterm, wait, no, that she (prof) said that there would be short answer but they would be only one-word answers (wtf?), no, that wasn't it, it was that she (prof) didn't communicate clearly the expectations of the exam because I would have studied WAY differently (read: actually studied) if I had known that I was supposed actually comprehend and memorize things instead of being able to choose the best answer from a list containing one goofy answer, one wrong answer and two answers that are plausible but one results in success and the other in tears and cries of "BUT IT'S THE SAME THING!" (deep breath to recover from run-on sentence and continue the train wreck).................I realized that nursing students aren't exactly stupid, they're scared.
What are they scared of? Quite simply, they fear the same thing every single person on earth fears: losing control. Now, just because we all fear losing control doesn't mean we all have valid fears. In fact, it's just the opposite. Our fears are usually ridiculous, things that we have talked ourselves through time after time but still can't bring ourselves to overcome them. Our fears are irrational, yet every time we reason our way through them, we end of right back where we've begun: clinging to the ice cream bucket, sobbing our eyes out while we watch episode after episode of Holmes on Homes.
Or something like that.
BUT, nursing students are different.
Nursing students, usually being the overachieving, recently graduated from high-school types, fear losing control of their educational outcomes after realizing they were spoon-fed throughout high-school. They fear the presence of expectations that, when not met, result in actual consequences. For instance, being expected to study for and write an exam that isn't multiple choice or being expected to hold your rage inside after a clinical coordinator tells you ever-so-kindly that you are not the perfect angel your parents always said you were.
At this stressful juncture, students have a choice to travel down one of two paths. They can choose the direction that sees them remain calm despite emotions, cool despite the pressure, and collected despite the urge to lash out at everything (and everyone) that seemingly stands in opposition. This path leads to the realization that life just isn't all about you despite what car makers and your well-intentioned parents would have you believe. The other path is much easier because every problem is the fault of someone else and every success is yours to flaunt. The ease ends, however, with a frightening crash upon the rocks of reality or, as I like to call them, the Cliffs of Disparage.
So, while sitting and listening to my fellow nursing students further embarrass themselves, I realized that I was surrounded by something more lethal than idiots: fearful nursing students.
Stay in school.
Saturday, October 23, 2010
In the Beginning...
By now, those of you that read (or sporadically check, more than likely) my blog may have noticed that I have some issues with nursing education, the people that enter into nursing education, the people that populate nursing education, and the people that have completed nursing education.
Did I miss anyone?
Oh yeah, the nursing unions, we'll get to them in later posts.
I'm glad we've cleared that up because widespread criticism just isn't the same when you start excusing people from the festivities. In a nutshell, that is why I write this blog; I can't stomach the thought of being the only health professional on the face of the earth with an active moral, ethical, financial, and satirical conscience so I feel led to call out those that I see doing wrong and those allowing wrong to be done. In the course of this calling out I hope that I may meet some like-minded individuals but more importantly, I want to meet and hear from those that disagree and those that know better.
I write this blog because, in my time spent learning how to be a nurse from those that are nurses, I will inevitably learn how not to be a nurse and that's where everyone benefits.
An opportunity for learning and having a laugh at others' expense.
Did I miss anyone?
Oh yeah, the nursing unions, we'll get to them in later posts.
I'm glad we've cleared that up because widespread criticism just isn't the same when you start excusing people from the festivities. In a nutshell, that is why I write this blog; I can't stomach the thought of being the only health professional on the face of the earth with an active moral, ethical, financial, and satirical conscience so I feel led to call out those that I see doing wrong and those allowing wrong to be done. In the course of this calling out I hope that I may meet some like-minded individuals but more importantly, I want to meet and hear from those that disagree and those that know better.
I write this blog because, in my time spent learning how to be a nurse from those that are nurses, I will inevitably learn how not to be a nurse and that's where everyone benefits.
An opportunity for learning and having a laugh at others' expense.
Sunday, October 17, 2010
Another QOTS!
They're coming in from all angles! This one thanks to a "resident".
"You know, I've noticed that some of the darker young ladies that work here have a...protrusion on their backsides. What could they possibly be doing with that? I know I wouldn't know what to do with it."
Probably paying the bills...
"You know, I've noticed that some of the darker young ladies that work here have a...protrusion on their backsides. What could they possibly be doing with that? I know I wouldn't know what to do with it."
Probably paying the bills...
Monday, October 4, 2010
New QOTS!
We can ring in another winner!
"You know, over 600 people applied to the faculty this year and only 210 were accepted. Just think that for each one of you, three other people wanted to be in your place. Congratulations, you all must be very smart."
Oh, you'd be surprised...
"You know, over 600 people applied to the faculty this year and only 210 were accepted. Just think that for each one of you, three other people wanted to be in your place. Congratulations, you all must be very smart."
Oh, you'd be surprised...
Sunday, October 3, 2010
The Guy, in the Room, With the Problem, You Know?
Ever since I've immersed myself in the world of Nursing, I've been confronted again and again by gobs of things that are wrong.
Things that are wrong with the education of nurses comes to the forefront most often right now: little to no preparation for the world of acute care, too much hand-holding through clinical experiences, unrealistic perceptions of the nurse's role within the healthcare continuum, and the fact that it takes four years to teach students skills and concepts that could be taught more effectively by taking them in pairs to the wilderness and shooting one in the leg while handing the other a belt and a book on nursing diagnoses, to name a few (more on the result of this later).
All in all, there have been a number of disturbing discoveries; none, however, as disturbing as the insistence of the Nursing Faculty to continually refer to those under our care as "clients". As far as I can recall, people requiring medical care from medical professionals were referred to as "patients" and there was a very good reason for this (I don't get tips from patients). Let me begin by being very dry for a moment and pull some definitions from the dictionary.
Things that are wrong with the education of nurses comes to the forefront most often right now: little to no preparation for the world of acute care, too much hand-holding through clinical experiences, unrealistic perceptions of the nurse's role within the healthcare continuum, and the fact that it takes four years to teach students skills and concepts that could be taught more effectively by taking them in pairs to the wilderness and shooting one in the leg while handing the other a belt and a book on nursing diagnoses, to name a few (more on the result of this later).
All in all, there have been a number of disturbing discoveries; none, however, as disturbing as the insistence of the Nursing Faculty to continually refer to those under our care as "clients". As far as I can recall, people requiring medical care from medical professionals were referred to as "patients" and there was a very good reason for this (I don't get tips from patients). Let me begin by being very dry for a moment and pull some definitions from the dictionary.
cli·ent
–noun
ənt
1. a person or group that uses the professional advice or services of a lawyer, accountant, advertising agency, architect, etc.
2. a person who is receiving the benefits, services, etc., of a social welfare agency, a government bureau, etc.
3. a customer.
4. anyone under the patronage of another; a dependent.
You may begin to understand the origin of my disgust after reading the definition. You may say, "Yeah, but #1 and #2 fit the bill pretty well" and I'd agree with you up to the point where we both read #3. Regardless of seeming to fit, I will fight tooth and nail against any insinuation through terminology that health professionals in Canada have "customers".
In contrast, the definition for "patient".
–noun
1. a person who is under medical care or treatment.
2. a person or thing that undergoes some action.
3. Archaic . a sufferer or victim.
I like this much better. Even "sufferer" and "victim" fit the bill better than "client". This is simply because if the individual is under the care of a nurse who feels a little "icky" because they drank too much the night before and just can't seem to locate their self-respect and a doctor who can't remember if he's getting four-hundred or five-hundred dollars per person for selflessly exacerbating drug-seeking behaviour at a walk-in clinic two nights a week then, gosh darn it, they are on the road to victimhood.
Quite simply, I've never heard or, more importantly, read one shred of logic behind the switch that seemingly took place over night.
Honestly, I'm looking for some answers here. Answer me. Educate me. Give me something because I'm not seeing how referring to the people who require medical care in the same way as those who requisition the services of an attractive, ambitious, yet uninhibited woman is doing the medical profession any favours.
Oh, and as for the two scrub-bunnies previously mentioned (I know that's demeaning to me as well, thanks); eventually, one of them will figure out that the belt is for the wound and the book of oh-so-useful nursing diagnoses is for toilet paper.
Friday, September 24, 2010
That Fine Line
Well, it's been a fast-paced first two weeks of class and clinicals and I figured it was about time for an update. I wanted to say first-off that I am very glad that they only let in 200-some students every year to the faculty, any more and I would seriously doubt the capacity of parents to breed more ill-equipped children. But, I suppose we all have to learn sometime, that's why we go to class. I like going to class, because then I get to hear stuff like this:
Ah, the joy.
Yes, I may have embellished little bit, but what's a good anonymous blog if not for a bit of editorial liberty?
Keep those intermittent comments coming!
Ah, the joy.
Yes, I may have embellished little bit, but what's a good anonymous blog if not for a bit of editorial liberty?
Keep those intermittent comments coming!
Wednesday, September 8, 2010
Orientation Discombobulation
Well, I've had a day and a half of orientation (mostly to clinical and labs) and I've got to say that it can only get better from here. Up front, the nursing orientations are long on rules and short on explanations which makes sense for scheduling because they don't have a lot of time to explain the rationale behind each requirement. However, you must realize that students entering into Nursing (maybe any faculty, for that matter, but Nursing more than any other for sure) are quite a fearful bunch. Upon the mention that they may be required to ask personal health questions of complete strangers they are liable to develop, nurture, and rupture a cerebral aneurysm in short order.
I know I'm in a large minority when it comes to age demographics in my current situation but I still (and will) marvel at the immense amount of stress that young females can conjure up at the instant some requires something of them. The anger, the tears, the defensiveness, the hostility...and that's just when you ask one if they've completed all their self-study for the bed-making lab.
On a brighter note, a quote courtesy of one of the clinical facilitators has spawned a new feature that I will run on this blog: Quote of the Shift. I was going to name it "Quote of the Week", or "Quote of the Month", but both of those put expectations on me and I hate to disappoint, so, an ambiguous time unit fits my style perfectly.
We'll start things off with a bang that's on-theme with this post: rules.
"You can't, as a nurse, do a pulse or a respiratory rate using a digital watch. I've been a nurse for 14 years and I can't, so I don't expect any of you would be able to."
Slow clap, folks.....slow clap while we gaze in awe at the treasures we are about to discover as we work and, more importantly, listen through the next three years,
I know I'm in a large minority when it comes to age demographics in my current situation but I still (and will) marvel at the immense amount of stress that young females can conjure up at the instant some requires something of them. The anger, the tears, the defensiveness, the hostility...and that's just when you ask one if they've completed all their self-study for the bed-making lab.
On a brighter note, a quote courtesy of one of the clinical facilitators has spawned a new feature that I will run on this blog: Quote of the Shift. I was going to name it "Quote of the Week", or "Quote of the Month", but both of those put expectations on me and I hate to disappoint, so, an ambiguous time unit fits my style perfectly.
We'll start things off with a bang that's on-theme with this post: rules.
"You can't, as a nurse, do a pulse or a respiratory rate using a digital watch. I've been a nurse for 14 years and I can't, so I don't expect any of you would be able to."
Slow clap, folks.....slow clap while we gaze in awe at the treasures we are about to discover as we work and, more importantly, listen through the next three years,
Wednesday, August 18, 2010
The Road to the Road
I have no money to speak of, so I was over at the University today, signing some pieces of paper that will make strangers pay for my education and then hunt me down to pay it back when I get some piece of paper called a "degree". The people that hand out this "degree" require you to spend 8+ months of each of the next four years at their institution where they "teach" you all sorts of useful things and then let you play in a hospital unsupervised when you're done. Sounds great.
I digress, actually I didn't even start out. The point I was getting to was that I realized my view of the next three years of nursing is one of disdain, mostly. I foresee the overlap of my existing knowledge and the nursing training as something to be loathed.
Now, if you're not a fan of copious amounts of sarcasm, then you should probably not be reading my blog now or ever. I use sarcasm (as I always have) to deal with every situation from humorous ones to tense ones and this one is no different. It may seem like I will mercilessly harp on other nursing students, professors, and the general public while not holding myself to any similar standard, but who doesn't?
Seriously, can you tell me that you wouldn't groan inside even a little bit when some self-righteous third-year (I'm technically second year now) nursing student tries to show you the correct way to put a nasal cannula on a patient? You wouldn't balk just a little when an instructor gives you flak for not starting an IV the way you were told to do it in the textbook?
I doubt you could keep your cool or keep it for long (three years?). So, an outlet for that pent up rage is needed and, lucky for all of you out there, I decided to channel it into this blog.
Enjoy...
I digress, actually I didn't even start out. The point I was getting to was that I realized my view of the next three years of nursing is one of disdain, mostly. I foresee the overlap of my existing knowledge and the nursing training as something to be loathed.
Now, if you're not a fan of copious amounts of sarcasm, then you should probably not be reading my blog now or ever. I use sarcasm (as I always have) to deal with every situation from humorous ones to tense ones and this one is no different. It may seem like I will mercilessly harp on other nursing students, professors, and the general public while not holding myself to any similar standard, but who doesn't?
Seriously, can you tell me that you wouldn't groan inside even a little bit when some self-righteous third-year (I'm technically second year now) nursing student tries to show you the correct way to put a nasal cannula on a patient? You wouldn't balk just a little when an instructor gives you flak for not starting an IV the way you were told to do it in the textbook?
I doubt you could keep your cool or keep it for long (three years?). So, an outlet for that pent up rage is needed and, lucky for all of you out there, I decided to channel it into this blog.
Enjoy...
Monday, June 21, 2010
The Kick is Good!
Congratulations! You have been accepted into the University of Manitoba Faculty of Nursing! Now just get us your paperwork by July 31 and we won't have to break your kneecaps.
Wednesday, April 21, 2010
And the Waiting Begins...
Well, that went quickly, two weeks of studying in a breath and two finals in the blink of an eye.
I honestly can't really gauge how well either final went but I do feel that I was adequately prepared for both, not much more to say than that.
So, to the ones of people that read my blog, I bid you a farewell until the letter stating go/no-go for Nursing crosses my desk...
I honestly can't really gauge how well either final went but I do feel that I was adequately prepared for both, not much more to say than that.
So, to the ones of people that read my blog, I bid you a farewell until the letter stating go/no-go for Nursing crosses my desk...
Sunday, April 4, 2010
Two-week(ish) Gut Check
Roughly two lunar cycles out from my last two final exams of the year and I've got to say, with all my life experience that I've accumulated thus far, I'm still pretty nervous for 1000-level exams. This is not to say that all 1000-level courses are easy and things get progressively more challenging as you move up through 2000, 3000, and 4000-level courses, far from it. Remember, this is Nursing...Nursing in the 21st century...Nursing in the 21st century where it seems to matter more if you mean well that if you know what 'well' is. The Nursing program I have decided to undertake is filled with such useful credit hours like, "Nursing Leadership: Issues and Practices" and, "Health Promotion of Older Adults and Their Families." No, I foresee a large downturn in required skill when it comes to my program but, nevertheless, there exist courses that will challenge my ability to deliver whatever it is the professor is looking for.
My present concern, Physiology, for instance, is apparently to be taken with the understanding that you will quickly and easily form a working knowledge of the body, its major systems, and their interrelationships within three and a half months. Being that over 110 people out of a class of roughly 275 failed the midterm, I would guess it isn't a task to be taken lightly. Which is why I have cleared my already-barren schedule to ensure I have copious amounts of time to devote to memorizing and pantomiming the testable material.
On the other hand, Human Growth and Development (a Faculty of Nursing prerequisite) seems to run on the understanding that the lecture has very little to do with what is being tested in the exams and in the written assignments. If you do go to class, you are treated to plethora (read: circle-jerk) of emotion-sharing and either "My mom/auntie/cousin/sister is a nurse and..." or "When I was in the hospital once..." story-telling that is sure to (read: did to me) make one's forehead sore.
I find challenge in each of these situations and I'm not sure how things will turn out. I have an idea of where my GPA needs to be to ensure I get into the faculty and doing any result less than very good in both these courses will not help my chances.
Here's to merciful Physiology finals and relevant HG&D questions.
My present concern, Physiology, for instance, is apparently to be taken with the understanding that you will quickly and easily form a working knowledge of the body, its major systems, and their interrelationships within three and a half months. Being that over 110 people out of a class of roughly 275 failed the midterm, I would guess it isn't a task to be taken lightly. Which is why I have cleared my already-barren schedule to ensure I have copious amounts of time to devote to memorizing and pantomiming the testable material.
On the other hand, Human Growth and Development (a Faculty of Nursing prerequisite) seems to run on the understanding that the lecture has very little to do with what is being tested in the exams and in the written assignments. If you do go to class, you are treated to plethora (read: circle-jerk) of emotion-sharing and either "My mom/auntie/cousin/sister is a nurse and..." or "When I was in the hospital once..." story-telling that is sure to (read: did to me) make one's forehead sore.
I find challenge in each of these situations and I'm not sure how things will turn out. I have an idea of where my GPA needs to be to ensure I get into the faculty and doing any result less than very good in both these courses will not help my chances.
Here's to merciful Physiology finals and relevant HG&D questions.
Friday, March 5, 2010
Is it really any different?
Situation: Most couples that become pregnant will not learn the gender of their child because they don't want to "ruin the surprise" yet, when doctors ask if the couple would like to be made known of any health defects their child may have then the answer is usually 'yes'.
Question: What is it about perceived positives and negatives that predicts our reaction to them so accurately?
Most people that I have had this sort of conversation with tend to lean towards the reasoning that gender is less consequential than their baby having Down's syndrome or spina bifida and that knowing about the 'negative' of defects is to help them prepare themselves for what is to come.
Really?
Let me clarify that I understand certain conditions identified while the baby is in utero are important because they can now be corrected earlier with a better prognosis of overall health for the child. What I don't understand is the thought process where parents of an unborn child will consider ending the pregnancy due to the issue identified being "too much to handle". At the same time, these kind of people would never consider terminating the pregnancy if they found out that their child was not the gender they were hoping for. No, they say, that would be wrong. Now that you mention it, in some countries it is not wrong. In some countries it is widely accepted and encouraged to simply "delete" the unwanted pregnancies based on the gender or physical makeup of the child-to-be and try again, hoping for a "better" result.
Is it really any different, gender and physical ability or disability? You can draw a line in the sand and say one is different than the other but can you control either? Is it anyone's "fault" that children have genetic and physical defects? Is it to anyone's "credit" that the child has favourable attributes?
It's a reflex type of opinion that people have and it is subjective and wrong simply because the decision was made before the discussion happened. The words (many, I know) that are in quotations are the ones I hear most used and have the least amount of logical reasoning behind them.
Have a discussion with yourself, learn something new.
Question: What is it about perceived positives and negatives that predicts our reaction to them so accurately?
Most people that I have had this sort of conversation with tend to lean towards the reasoning that gender is less consequential than their baby having Down's syndrome or spina bifida and that knowing about the 'negative' of defects is to help them prepare themselves for what is to come.
Really?
Let me clarify that I understand certain conditions identified while the baby is in utero are important because they can now be corrected earlier with a better prognosis of overall health for the child. What I don't understand is the thought process where parents of an unborn child will consider ending the pregnancy due to the issue identified being "too much to handle". At the same time, these kind of people would never consider terminating the pregnancy if they found out that their child was not the gender they were hoping for. No, they say, that would be wrong. Now that you mention it, in some countries it is not wrong. In some countries it is widely accepted and encouraged to simply "delete" the unwanted pregnancies based on the gender or physical makeup of the child-to-be and try again, hoping for a "better" result.
Is it really any different, gender and physical ability or disability? You can draw a line in the sand and say one is different than the other but can you control either? Is it anyone's "fault" that children have genetic and physical defects? Is it to anyone's "credit" that the child has favourable attributes?
It's a reflex type of opinion that people have and it is subjective and wrong simply because the decision was made before the discussion happened. The words (many, I know) that are in quotations are the ones I hear most used and have the least amount of logical reasoning behind them.
Have a discussion with yourself, learn something new.
Friday, February 26, 2010
The wire is in view
As we come to the halfway point of this semester, I have realized that I usually outperform my own expectations. This hasn't changed from grade school but what HAS changed is the stress caused by constant guilt trips from my parents about my not studying for four hour chunks as they would like me to do. Now, I just get nagging thoughts about what would happen if I would "fall below the line" in any one of my exams. So far, one unit test in Human Growth and Development: 77%, Midterm in Nutrition: 76.7%. I have another HGD test on Monday and then the big kahuna, Physiology is on Friday. Apparently, the majority of the test covers neurophysiology and, as much as I hate the insane detail we're expected to memorize, I would take this course over six credit hours of "Health Promotion of Child Bearing and Child Rearing Families" any day.
I just read this paragraph after being distracted by the men's bobsleigh coverage....it blows. My apologies, but this blog will consist of at least 45% suck until two things happen: 1) I get back into a hospital/healthcare setting and, 2) I get into one or more classes in my next year that involve debate and/or general feeling discussion, I can't tell you how excited I am to bring you the tales of humanity!
Oh yes, there will be tears...
I just read this paragraph after being distracted by the men's bobsleigh coverage....it blows. My apologies, but this blog will consist of at least 45% suck until two things happen: 1) I get back into a hospital/healthcare setting and, 2) I get into one or more classes in my next year that involve debate and/or general feeling discussion, I can't tell you how excited I am to bring you the tales of humanity!
Oh yes, there will be tears...
Sunday, February 14, 2010
What I want from you
In case you know me or have been able to deduce with the content of my blog (even the fact that I have one will suffice as a reason), I have some opinions. These opinions are my own and you are here reading them but I don't want it all to stop there. In fact, I think that would be a most unfortunately premature end to what could be a most engaging, stimulating, and possibly offensive relationship. If you, the visitor to this page, would be so kind as to leave your thoughts on this page then I could rest well knowing that I'm not banging rhetoric off like-minded individuals' nodding heads. Maybe you have no idea what I'm talking about, maybe you have opinions of your own as to what I should be talking about; whatever your thoughts, do me and those that will visit this blog (all three of them) after you the favour of letting those thoughts be known.
Thanks, may the thinly-masked ridicule flow...
Thanks, may the thinly-masked ridicule flow...
Thursday, February 4, 2010
Let's Break it Down
I have in front of me the four year course schedule for the Nursing program at the University of Manitoba.
129 Credit hours to be taken
29 Credit hours of Clinical Nursing Practice
15 Credit hours of Biological Sciences
12 Credit hours of Social Sciences
6 Credit hours of Electives
4 Credit hours of Nursing Skills Laboratory
3 Credit hours of Mathematics (Statistics)
3 Credit hours of Pharmacology
and...
57 Credit hours of Theory-Based Nursing Courses
By my calculations the graduate nurses turned out by this institution will have spent 44.2% of their time learning theoretical and lecture-based concepts, 30.2% of their time on courses that build a basic medical knowledge-base, and 25.6% of their time with any sort of actual patient contact or physical skills application.
This means the U of M graduate nurse taking care of the severely physically abused woman in ER bed 2 will be able to empathize with the patient's family issues and accurately identify the patient's current stage in life but will only be able to slide the IV in 25% of the way after she/he has missed three times and will then be able to think of 25% of the appropriate medications to administer.
That is, if the nurse is perfect...
129 Credit hours to be taken
29 Credit hours of Clinical Nursing Practice
15 Credit hours of Biological Sciences
12 Credit hours of Social Sciences
6 Credit hours of Electives
4 Credit hours of Nursing Skills Laboratory
3 Credit hours of Mathematics (Statistics)
3 Credit hours of Pharmacology
and...
57 Credit hours of Theory-Based Nursing Courses
By my calculations the graduate nurses turned out by this institution will have spent 44.2% of their time learning theoretical and lecture-based concepts, 30.2% of their time on courses that build a basic medical knowledge-base, and 25.6% of their time with any sort of actual patient contact or physical skills application.
This means the U of M graduate nurse taking care of the severely physically abused woman in ER bed 2 will be able to empathize with the patient's family issues and accurately identify the patient's current stage in life but will only be able to slide the IV in 25% of the way after she/he has missed three times and will then be able to think of 25% of the appropriate medications to administer.
That is, if the nurse is perfect...
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