Possible Student Behaviors

Strategies to Assist Student

Slow or unfocused assessments.

Help student to distinguish essential from nonessential assessments. Ask what can be combined with other interventions, and what can be delayed. Role model, then watch student do assessments. "What do you consider the most important assessments for this patient?"

Slow, uncertain in procedures.

Unsafe? ...send to LCC lab for remedial practice. Safe but uncoordinated? ...role model, have student analyze principals, organization of materials, and the interrelationship of accompanying tasks. Promote supervised practice to facilitate immediate feedback. Remind that few tasks require perfection but all require safety. Help them reflect on grouping tasks. "What else can you do while you're in there? - What should you take in?"

Avoids supervision, doesn't look up unknown meds or other unsafe acts.

Document unsafe behaviors and ask for student perception. Contact faculty.

Missing meds or timed treatments.

Require worksheet with timed sections. Have student review MAR and check for new orders hourly.

Uncomfortable in initiating or adjusting work organization without direction. Floundering with setup.

Show organization of worksheet, report data and care plan. "What are the top priorities now?" You may need to give them a push; tell them to just get started. "Which patient do you need to see first? Go!"

Problems increasing number of patients and setting realistic priorities.

Role model, then require increasing responsibility for whole team assignment (make rounds, chart checks, changing priorities as assignment changes). Help student see when they over-react to change or get side-tracked. Help them set time limits that demand a lot of time with patients.