Okay, based on our previous discussion about the significant issue of insufficient development of critical thinking and complex problem-solving skills, let’s consider how healthcare technology, coordination of care, and community resources can be applied to address this problem, particularly as it impacts future healthcare professionals (our target “population” in this context).

Given the requirement for practicum hours with a patient, family, or group, and the focus on future healthcare professionals, my practicum will involve working with a group of nursing students at a local nursing college in Kenya. The “health problem” we are addressing is their potential deficit in critical thinking and complex problem-solving skills as they transition into the healthcare workforce.

Part 1: Applying Healthcare Technology, Coordination of Care, and Community Resources

• Healthcare Technology:

  • Interactive Simulation Platforms: High-fidelity patient simulators and virtual reality scenarios can provide nursing students with realistic, complex clinical situations that require them to analyze patient data, prioritize interventions, and make critical decisions in a safe environment. These platforms can be designed to present ambiguous or evolving patient conditions, forcing students to think critically and adapt their plans.
    • Advantages (Evidence-based): Research shows that simulation-based learning enhances critical thinking skills, clinical judgment, and confidence in nursing students (Cant & Cooper, 2017). VR simulations can offer immersive experiences that improve engagement and retention of complex concepts (Kyaw et al., 2019).
    • Disadvantages (Evidence-based): High costs of equipment and software, the need for trained faculty to facilitate simulations effectively, and the potential for simulation sickness in VR are limitations (Shin et al., 2015). Some argue that simulation might not fully replicate the emotional and ethical complexities of real-life patient care (Ironside, 2004).
    • Consistency with Nursing Practice: While simulation is increasingly used in nursing education, access to high-fidelity and VR technologies might be limited in some Kenyan nursing colleges due to resource constraints. However, even lower-fidelity simulations and case studies can be valuable tools for developing critical thinking.
  • Online Learning Platforms with Interactive Case Studies: Utilizing online platforms that incorporate complex, unfolding case studies can challenge students to apply their knowledge to novel situations, analyze data from various sources (lab results, patient history, vital signs), and justify their clinical reasoning. Features like peer discussion forums can also foster collaborative problem-solving.
    • Advantages: Flexibility, accessibility, potential for personalized learning, and the ability to incorporate diverse perspectives through online discussions (Means et al., 2010).
    • Disadvantages: Reliance on internet access and digital literacy, potential for decreased student engagement if not well-designed, and the need for effective online facilitation (Dixson, 2010).
    • Consistency with Nursing Practice: Online learning is becoming more prevalent in Kenyan nursing education, although the quality and interactivity of online resources can vary.
  • Data Analytics and Visualization Tools (for learning): Introducing students to basic data analytics concepts and tools can help them understand how to interpret healthcare data, identify trends, and make data-driven decisions – a crucial aspect of critical thinking in evidence-based practice.
    • Advantages: Develops analytical skills, promotes evidence-based decision-making, and prepares students for the increasing role of data in healthcare (Raghupathi & Raghupathi, 2014).
    • Disadvantages: Requires statistical literacy and access to relevant datasets and software.
    • Consistency with Nursing Practice: Data analytics is increasingly important in healthcare management and research in Kenya, but its direct application in undergraduate nursing education might be limited.

• Coordination of Care (in an educational context):

  • Interprofessional Simulation and Case Studies: Designing learning activities that involve students from different healthcare disciplines (e.g., nursing, medical laboratory technology, pharmacy) working together on simulated patient cases. This fosters understanding of different roles, improves communication, and highlights the importance of collaborative problem-solving in complex healthcare scenarios.
    • Advantages: Enhances teamwork, communication skills, and understanding of interprofessional roles, leading to improved patient care coordination (Zwarenstein et al., 2009).
    • Disadvantages: Logistical challenges in coordinating schedules and curricula across different departments.
    • Consistency with Nursing Practice: Interprofessional collaboration is a recognized need in the Kenyan healthcare system, and incorporating it into education can better prepare graduates.
  • Mentorship and Peer Learning Programs: Connecting senior nursing students or practicing nurses with newer students to provide guidance, share experiences, and facilitate the development of critical thinking skills through discussions of real-world clinical challenges. Peer learning can also encourage students to articulate their reasoning and learn from each other.
    • Advantages: Provides individualized support, fosters a sense of community, and enhances both mentor and mentee learning (Andrews & Chilton, 2000).
    • Disadvantages: Requires careful matching of mentors and mentees and adequate time allocation.
    • Consistency with Nursing Practice: Mentorship is valuable in nursing professional development in Kenya, and extending it to the student level can be beneficial.

• Community Resources (in an educational context):

  • Partnerships with Healthcare Facilities for Clinical Placements: Ensuring clinical placements provide opportunities for students to encounter diverse and complex patient cases that require critical thinking and problem-solving in real-world settings. Structured debriefing sessions with experienced nurses can help students reflect on their decision-making processes.
    • Advantages: Provides authentic learning experiences and exposes students to the complexities of healthcare delivery (Benner et al., 2010).
    • Disadvantages: The quality and learning opportunities in clinical placements can vary.
    • Consistency with Nursing Practice: Clinical placements are a cornerstone of nursing education in Kenya.
  • Guest Lectures and Workshops by Experienced Nurses and Healthcare Leaders: Inviting practicing nurses, nurse leaders, and other healthcare experts to share their experiences in navigating complex clinical and ethical dilemmas can provide students with valuable insights and real-world perspectives on critical thinking in action.
    • Advantages: Connects theory with practice, exposes students to diverse perspectives, and can inspire critical inquiry.
    • Disadvantages: Requires careful selection of speakers and coordination.
    • Consistency with Nursing Practice: Learning from experienced professionals is a valuable aspect of nursing professional development in Kenya.
  • Engagement with Community Health Initiatives: Involving students in community health assessments and projects can expose them to broader social determinants of health and require them to think critically about population health issues and develop innovative solutions.
    • Advantages: Develops a holistic understanding of health, promotes critical thinking about social determinants, and fosters community engagement.
    • Disadvantages: Requires careful planning and supervision to ensure meaningful learning experiences.
    • Consistency with Nursing Practice: Community health is a significant aspect of nursing in Kenya.

Part 2: Report on Practicum Experiences (Following 2 Hours)

(This section will be completed after the 2 hours of direct practicum engagement with nursing students and any consultations.)

Report on your experiences during the second 2 hours of your practicum.

• Whom did you meet with?

  • During this 2-hour session, I met with [Number] second-year nursing students at [Name of Nursing College]. The session was facilitated by [Name and Title of Faculty Member, if applicable]. We engaged in a [Describe the activity, e.g., simulated patient scenario using a low-fidelity mannequin, a group discussion analyzing a complex case study, a brainstorming session on applying technology to a clinical problem].

• What did you learn from them?

  • From the students, I gained valuable insights into their current approaches to clinical problem-solving. I observed [Specific observations about their critical thinking skills, e.g., their ability to prioritize nursing interventions, their use of available information, areas where they struggled with analysis or decision-making]. Their feedback on the [Specific learning activity] highlighted [Specific things learned about their perceptions of the learning method, e.g., what they found helpful, what challenges they encountered, suggestions for improvement]. I also learned about the resources they currently have access to for developing these skills and their perceived needs for further support in this area within the Kenyan educational context.

• Comment on the evidence-based practice (EBP) documents or websites you reviewed.

  • Prior to this session, I reviewed [Mention specific EBP documents or websites, e.g., the Joanna Briggs Institute (JBI) resources on simulation in nursing education, the National League for Nursing (NLN) position statements on critical thinking in nursing]. I learned that [Specific insights gained from the review, e.g., the key elements of effective simulation design for promoting critical thinking, the recommended strategies for integrating critical thinking into nursing curricula, the evidence supporting the use of specific technologies].