In the fast Technological growth Learning Resource Center In Nursing Education Its Models, Integration Objectives and Resources has become the main focus of nursing discussions main pints are discussed in this blog post. This topic define LRC and its some currently used models along with its integration in the nursing education and health care settings along with considerations.
Learning Resource Center In Nursing Education
The current nursing education environment must provide a venue for students to build and practice skill competencies. Earlier in the history of nursing education, students learned by per forming skills on one another, a practice that is no longer recommended. Today these former “Skills Labs” have developed into actual Learning Resource Centers (LRCs), whose function is limited only by the creativity of the faculty who use them.
Definition of the LRC
Learning Resource Center In Nursing Education or LRC is a specific area or room designed for or furnished with equipment that serves the needs of a particular population and enables this population to learn principles and techniques that will be required for their nursing practice. It is a setting in which variables relating to client care can be simulated, manipulated, and controlled to enhance learning.
The LRC has various uses, depending upon which model a particular nursing education program chooses. Uses vary according to the particular program, curriculum, and resources (Gaberson & Oermann, 1999). Some programs incorporate an LRC component in only the first clinical course. Some schools require an LRC component in all courses in a program; use of the LRC changes as theory and skill integration progresses.
Models of the LRC
(Learning Resource Center In Nursing Education)
There are also many models in between that include
(1) Introductory LRC sessions in early courses that do not yet have a clinical component;
(2) Selected courses where the LRC setting enhances the theory component; or
(3) Isolated LRC assignments within a clinical course.
More importantly, LRCs are no longer simply the “Skills Laboratories” they once were. In order to become a true resource where learning and critical thinking take place, the nursing LRCs currently are marvels of technology, where mannequins can be programmed to simulate actual client vital signs, pathology, and symptoms.
Scenarios can be written to include all of the data nursing students would find on a client’s chart. Depending on the objectives of the experience, students may need to collect data, synthesize information, formulate a plan, and implement care to meet the client’s needs. LRCs also can provide a place where students come strictly to practice an isolated skill.
Nursing instructors work to create actual simulations that require students not only to learn and practice skills, but to assess, plan, and act—where those actions frequently involve the implementation of client care involving the performance of several skills, perhaps modified to fit the situation.
How Programs Integrate LRCs
(Learning Resource Center In Nursing Education)
The LRC could exist solely as a supplement to the curriculum, where students may come to practice on a voluntary basis those things that they determine important to practice. Or, it could be an extremely structured requirement used to implement the curriculum—one in which all students are required to spend a certain number of hours in the laboratory setting.
Indeed, the technology exists that will provide simulations that can rival actual clinical settings in challenging students to plan and implement nursing care. Hours students spend in the LRC can be granted recognition in terms of earned credit hours.
Whether a program has its own formula for converting LRC hours to credits, or considers LRC experiences equivalent to clinical time in terms of credits is a decision that needs to be made. Those charged with implementation of the curriculum of a program need to be actively involved in the process of determining the purpose and objectives of the LRC.
LRC Users
(Learning Resource Center In Nursing Education)
Who will the internal and external customers be? Who will use and have access to the LRC? Clearly, the LRC is for students and faculty in the nursing program to use. Graduate nursing students in advanced physical assessment courses or nursing practitioner tracks may share the laboratory with undergraduate students, either simultaneously or consecutively.
Depending on the objectives, there may be other customers who will have occasion to use the nursing LRC. If the institution hosts other allied health professionals, it may be necessary for more than one program to use the LRC. Continuing education courses that may require a hands-on component may also use the LRC.
If the program includes student participation with community health, community members may be invited to participate in health education or learning activities. Assessment courses, or formal testing scenarios, may rely on the use of standard patients, actors who are given a specific role to simulate an actual client scenario. Vendors will visit the laboratory, either solicited or soliciting, when new purchases are being considered.
Creating an LRC: An Overview (Learning Resource Center In Nursing Education)
Programs of nursing education, some of which did not have formal LRCs, are now realizing the importance of a well-equipped and well-staffed LRC, and are working on ways to develop such an area, or refine the laboratory space they have. Programs that had an area set up where students could be introduced to skills and practice those skills as part of demonstration in individual courses now realize that this space needs to be more formal.
Creating an LRC—as a resource that exists on its own, with its own staff, supplies, and policies—should take place in a systematic manner. Many schools of nursing have undertaken the task of hiring personnel who will staff the LRC, and of formalizing the area with policies, procedures, and guidelines that will allow it to be used to its fullest advantage.
The decision to create an LRC or to expand a “skills lab” into such a center is an undertaking that requires research, planning, and consultation with others. Creators should perform a needs assessment in order to determine what the particular nursing program has to do to create the ideal LRC to support its program and students optimally.
LRC Objectives
(Learning Resource Center In Nursing Education)
Creators should consider the multifaceted uses of the LRC when undertaking the needs assessment. Next, the objectives for the LRC will be determined based on the needs assessment. It would be helpful to consult with other programs that have LRCs, to consider the many possibilities that exist. Consultation with others that have been through the creation process can offer invaluable information as to methods of optimizing the setting to match the objectives of the curriculum.
There should be joint input from all of the potential users, to ensure that all of their needs are considered. Examination of the program objectives reveals where an LRC experience would provide a beneficial learning experience. In each individual course, consideration of individual course objectives would determine more specifically where an experience in the LRC would best enable students to meet their objectives.
After examining these individual objectives, potential users and creators of the LRC can arrive upon specific objectives for the LRC. It is also crucial to keep the objectives of the LRC in mind during the planning process. A center that is going to require extensive student involvement during the course of the curriculum requires more space and more resources than does one that students will use for short periods of time.
LRC Space and Resource Considerations
Once the objectives have been determined, it is time to plan the actual space. It is likely that circumstances dictate limitations in time, budget, and space. It is a rare luxury for programs to be able to construct new space, dedicated solely to the development of an LRC.
It is more likely that space has been dedicated or reconstituted to form an LRC. Given that space is almost always an issue, those creating the LRC will have to perform a cost-benefit analysis when choosing equipment and supplies that will fit both space constraints and the objectives of the LRC. The amount of space also depends on the users and number of learning resource materials.
The LRC needs to have a warm and inviting atmosphere for learning designed to support visual, auditory, and tactile learning. It needs to be well lit, colorful, and bright. Even surface flooring needs to be considered. If noise is a factor, the room needs to have carpeting that will help absorb the noise. If this is not a major consideration, hard surface flooring may be more appropriate for cleaning and maintenance purposes (Rideout, 2001).
Another space area that is sometimes looked over is the placement of the electrical outlets. The electrical outlets need to be located close to the equipment or the equipment needs to be flexible enough to be moved to the outlets. Rideout (2001) suggests a space minimum of 1000–1500 square meters for a well-developed LRC. Take a look at this site in England, which is considered “state of the art” for space and resources for an LRC.
Read More:
https://nurseseducator.com/ learning-resource-center-in-nursing-education-its-skills-or-competencies
https://nurseseducator.com/learning-resource-center-in-nursing-education-its-self-directed-learning
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