DNP 820 Topic 1 Discussion Question One
DNP 820 Topic 1 Discussion Question One
Describe a situation in which a new clinical practice was put into place. Was there a DNP-prepared nurse leading the translation of the practice from research to practice? If so, describe the process that individual took for translation and why it made a difference in the translation. If there was not a DNP-prepared nurse, describe the process and what would have been different about the process had there been a DNP-prepared nurse leading the practice translation?
What is Clinical Practice
1.
A component of a clinical model of teacher education that engages teacher candidates in the pedagogical work of the profession of teaching, occurs in authentic educational settings, integrates closely with educator preparation coursework, and is supported by a formal school-university partnership. Learn more in: Affordances of a Cyclical and Content-Specific Model of Collaborative Mentoring
2.
Teacher candidates’ work in authentic educational settings and engagement in the pedagogical work of the profession of teaching, closely integrated with educator preparation course work and supported by a formal school-university partnership. Clinical
practice is a specific form of what is traditionally known as fieldwork. Learn more in: Leveraging P-12/University Partnerships to Better Prepare Pre-Service Teachers: The Value of Strong Partnerships in Both Traditional and Provisional Teacher Training Programs
3.
Clinical practice was formerly referred to as full time student teaching. Clinical practice serves as the culminating field experience where teacher candidates assume more responsibility of the classroom, student learning, and assessment throughout the semester. Candidates are fully immersed in the classroom and school setting. By the end of the time in clinical practice, candidates should demonstrate their ability to lead student instruction, using the knowledge and skills gained as part of their college coursework and prior experiences in the classroom. Learn more in: Emotional Intelligence: Preparing and Retaining Our Most Gifted Educators
https://nursingassignmentcrackers.com/dnp-820-topic-1-discussion-question-one/
4.
Similar to the medical model of doctors learning to work in hospitals with patients, pre-service teachers learn to work within school buildings with students. Learn more in: Preparing Educators for Sustainability: One Center’s Journey
5.
The activities undertaken by medical staff at the different medical areas of expertise and specialization (such as surgery, pediatrics, etc) within the organizational domains of health-related organizations and prevailing professional medical codes of ethics. Learn more in: Improving Clinical Practice through Mobile Medical Informatics
6.
Trajectory of immersive professional experiences in the field of teaching and learning where candidates are placed in classroom settings to learn how to plan, teach, assess and modify instruction in response to student needs. Learn more in: COVID-19’s Impact on the Design of Multiple/Single-Subject Bilingual Teaching Authorization in California
7.
The practice of medicine by medical practitioners that involves the diagnosis, treatment, and management of patients’ medical conditions. Learn more in: Self-Directed Learning in Family Medicine
8.
The portion of a pre-service teacher’s pedagogical preparation that involves said teacher’s exposure to professional responsibilities including, but not limited to, lesson planning, classroom management, direct instruction, small/large group instruction, assessment, and community outreach. Learn more in: Getting the Dialogue Started: A Conversation With Educators on GATE Teachers
9.
This refers to a set of techniques or methods that involve assessing, diagnosing, and treating the patient’s psychological or physical conditions. Learn more in: Meditation, Mindfulness, and Mental Health: Opportunities, Issues, and Challenges