In the fast Technological growth Learning Resource Center In Nursing Education Its Time Budget and Legal Requirements has become the main focus of nursing discussions main pints are discussed in this blog post.
Time and Budget for Learning Resource Center In Nursing Education
Another factor to consider when creating an LRC is time. Given an unlimited amount of time, plans for an LRC would be more elaborate, allow for more growth, and allow for greater flexibility in use. Time constraints and deadlines in the planning process, however, usually do not allow for the process to continue indefinitely.
Deadlines for initial plans, and revisions to those plans, need to be carefully identified and maintained. As with any undertaking, budgetary considerations play a large part in the creation of any new space, and particularly so with an LRC. There are many ways to find these spaces. There are companies that will provide free consultants, to help plan, develop, and furnish an entire high-tech LRC.
For those programs with a stricter budget to consider, LRCs can be just as functional, but require a bit more imagination and manipulation to assemble. Donations and grant monies can be very helpful at the time of initial planning and throughout the duration of the LRC’s existence.
Keep in mind that LRC technology is evolving continually and that what a program purchases now may be outdated in several years. A long-term budgetary plan for the LRC will not only keep the program within its cost restraints but will help with future necessary spending to keep up with developing technology.
Equipment Learning Resource Center In Nursing Education
LRCs use a variety of equipment, such as beds, examination tables, bedside cabinets, overbed tables, medication carts, stretchers, wheel chairs, and so on, to reconstruct and simulate settings. Mannequins and models are used for demonstrations, return demonstrations, and practice. Consumable items and supplies are also needed as well as a storage area, where those supplies that are not in use can be contained.
Equipping the LRC requires careful planning and input with careful analysis of objectives of the curriculum the LRC supports. How a program decides to furnish the LRC depends primarily on its objectives and its resources. Schools that choose to have dedicated amounts of time devoted exclusively to experiences in the LRC may choose to equip the LRC with a variety of simulation settings—acute care, outpatient, and even simulated apartments.
Having these settings in the LRC create a “real lifelike” situation that assists the students in making the transition from the LRC to their clinical settings. Research has demonstrated that these simulated areas help decrease anxiety, provide realistic settings, and promote more effective and satisfied experiences for students (Feingold, Calaluce, Kallen, 2004; Jeffries, Rew, & Cramer, 2002; Jeffries, Woolf, & Linde, 2003; Mole & McLafferty, 2004; Morgan, 2006).
Mannequins that simulate actual patients cost a lot in terms of money and time to learn to program and use them effectively. More traditional mannequins, which are more cost-effective, may achieve the same objectives but are lower tech. Programs also weigh the cost and use of fur niture, consumable items, and storage supplies in order to determine LRC needs.
Determining User Numbers
The LRC will need to be spacious enough to accommodate the number of students and faculty who will be using it at one time, and the total number who will be using the LRC throughout the course of the semester. Ideally, the LRC space would be planned allowing for the actual number of students who will be using it and allowing for growth in both numbers of students and instances of use.
Unfortunately, in most institutions of higher education, the space is dictated by whatever the size of any unoccupied area may be at the time. The LRC furnishings just have to fit in that area. This usually results in a compromise. In some nursing programs, students do not even begin to use the LRC until they are starting their nursing courses in either their sophomore or junior year.
During this time, students are exposed to a large variety of skill competencies. This usually starts with basic or core competencies (vital signs, interviewing skills, catheterization, tube feedings, etc.) and progresses to higher level skills (arterial lines, pulmonary artery pressures, ECG interpretations, etc.). In addition, students take more than one nursing course a semester.
It is not unusual to have students in either pediatrics or obstetrics currently having at least two clinical days of experiences. This means that the LRC will be used for skills specific to their discipline. When the LRC is created in such a way that it consists of several rooms (pediatric, nursing, acute care, community health), it allows students from the different nursing courses the ability to work simultaneously on their skill competencies in the LRC.
If the LRC is created with the “open classroom” concept (one large room), it will need to be equipped or supplied with components for specific courses in certain areas of the LRC, or have the supplies and mannequins flexible enough so that they may be moved to different portions of the LRC or to other classrooms. When many students are using the LRC, other things need to be considered; namely times of operation, other LRC assistants, and even specific LRC guidelines to facilitate effective and efficient use of the LRC.
Consider Laws and Regulations
Creators of the LRC must consider relevant laws and regulations when planning. The LRC must comply with rules of the Occupational Safety and Health Administration, Center for Disease Control regulations, and federal and local laws. The US Department of Labor, Occupational Safety and Health Administration (OSHA) mandate and ensure that rules and regulations are in place for all the considerations. OSHA addresses and provides guidelines on ways to minimize or eliminate accidental exposures. It is important to ensure that all the necessary precautions specified by OSHA are followed in the LRC.
Another component of safety deals with hazardous wastes. This is covered by the use of Material Safety Data Sheet (MSDS). The MSDS is a document that contains information on potential hazards (health, fire, reactivity, and environmental) and how to work safely with chemical products. Such sheets are an essential starting point for the development of a complete health and safety program that governs all LRCs. The MSDS contains information on the use, storage, handling, and emergency procedures all related to the dangers of hazardous materials.
Organization and Maintenance of the LRC
Organization of an LRC involves many areas: organization of the physical setting, organization of the people who are going to be in the center, organization of the activities that occur, and organization of supplies.
Learning Resource Center In Nursing Education: Time Budget and Legal Requirements
Learning Resource Center In Nursing Education: Time Budget and Legal Requirements
Learning Resource Center In Nursing Education: Time Budget and Legal Requirements
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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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