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Related Concept Videos

Nurses' Legal Responsibilities I01:27

Nurses' Legal Responsibilities I

In healthcare, informed consent is a crucial process that involves thoroughly communicating medical treatment options to patients, including benefits, risks, potential side effects, and alternatives. This process enables patients to make well-informed decisions about their care, ensuring they understand the implications of their choices before consenting to or refusing treatment.
The legal responsibilities of a nurse regarding informed consent include the following:
Nurses' Legal Responsibilities II01:23

Nurses' Legal Responsibilities II

Establishing a secure, collaborative nurse-patient relationship is crucial for delivering high-quality care. This relationship, founded on trust, respect, and honesty, enhances the patient's comfort and willingness to share vital health information. For example, a nurse who listens actively and without judgment provides clear information about health conditions and treatment options and respects patient decisions, which builds a trusting relationship.
Communication between nurses and patients...
Nurses' Legal Responsibilities III01:16

Nurses' Legal Responsibilities III

Nurse-to-nurse relationships are legally required to adhere to professional standards, ensuring a respectful and positive working environment. Professional conduct demands that nurses treat all colleagues respectfully and courteously, fostering a productive, supportive workplace. Nurses must actively eliminate bullying, discrimination, and harassment to maintain a safe and inclusive environment.
Cultivating a culture of collaboration and mutual respect among nurses transcends mere enhancement...
Obedience01:08

Obedience

According to obedience research, we may harm others under the forceful pressures of an authority figure (Milgram, 1974). How about if the inappropriate orders were delivered with less force? The increasing interdependence between nurses and physicians compelled Hofling and his colleagues to explore nurses’ reactions to a potentially harmful medical request made by the perceived authority figure, the doctor (Hofling, Brotzman, Dalrymple, Graves, & Pierce, 1966). In this situation, obedience...
Interdisciplinary Care: The Health Care Team-I01:21

Interdisciplinary Care: The Health Care Team-I

An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care.
Physicians
The physician's primary responsibility is to diagnose illness and direct the medical or surgical treatment of the condition. The authority to admit patients to a healthcare agency or institution and practice care within that setting is granted to physicians by the healthcare agency or institution itself.
PPE Use in Healthcare Settings I: Donning01:22

PPE Use in Healthcare Settings I: Donning

Donning PPE must be completed before contact with the patient. This process protects from infectious agents. The sequence and action included in each donning are critical, and the steps must be systematic to avoid exposure to pathogens. The institutional policy also needs to be followed while donning PPE. The pre-donning preparations are gathering equipment, inspecting the PPE equipment for tears, holes, or damage, removing jewelry, removing any garments below the elbows, and tying the hair...

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Becoming a practitioner: workplace learning during the junior doctor's first year.

Dale Sheehan1, Tim J Wilkinson, Emily Bowie

  • 1Health Sciences Centre, University of Canterbury, Christchurch, New Zealand. Dale.Sheehan@canterbury.ac.nz

Medical Teacher
|September 4, 2012
PubMed
Summary
This summary is machine-generated.

First-year doctors learn concrete tasks, project management, and crucially, identity formation. Understanding this "becoming a doctor" process is key for medical education and supervision.

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Area of Science:

  • Medical Education
  • Professional Development
  • Doctoral Training

Background:

  • Newly qualified doctors (interns) gain significant experience during their first year.
  • The specific nature of informal and tacit learning during internship remains poorly understood.

Purpose of the Study:

  • To document first-year junior doctors' reflections and perceptions.
  • To reveal and chronicle informal and tacit learning within a practice methodology framework.

Main Methods:

  • Group interviews were conducted with interns from three New Zealand sites.
  • Interviews were structured using a conversation and joint inquiry style.

Main Results:

  • Intern learning encompasses three themes: concrete tasks, project management, and identity formation.
  • Identity formation, including adapting to being perceived as a doctor, was the most challenging aspect.
  • Learning is viewed as a process of 'becoming a doctor' over time.

Conclusions:

  • Findings have implications for curriculum development and clinical supervision in undergraduate and internship programs.
  • Identity formation is a complex, central theme in intern education.
  • Viewing internship as active identity formation offers a broader perspective than socialization theories.