Characteristics of intelligent behavior

In Glogpedia

by MicheleHamilton
Last updated 4 years ago

Discipline:
Social Studies
Subject:
Psychology
Grade:
12

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Characteristics of intelligent behavior

Listening to others and trying to see things from their point of view. This is very important in order to understand patient views and needs. Along with covering the content about understanding other cultures (covers religious, ethnicity, and age groups), this can be practiced by role playing scenarios in the classroom prior to entering the clinical setting.

Listening and understanding with empathy

Characteristics of Intelligent Behavior

Applying school learned information (such as reading a text book, solving math equations, or solving word problems) and applying it to real life situations such as learning how to calculate an accurate medication dosage. Students will practice this in class prior to clinical by using word problems and simulated medication bottles. The information is then reinforced when passing medications at clinical with a preceptor or instructor.

Drawing on knowledge and applying it to new situations

Conveying thoughts and ideas so that others can fully understand. Since nursing notes can easily end up in court. Communicating in clarity not only verbally but in written form is important. Students are given information on progress notes in their reading assignment and the topic is also covered in lecture. We discuss the importance of clarity and precision along with some ramifications that can happen if not done properly. The student’s initial progress note is on a pretend patient and given heavy feedback by the teacher. When they reach the clinical area, they are expected to write a progress note daily on their assigned patient on a form provided by the teacher in order to further perfect this skill.

Thinking and communicating with clarity and precision

Being able to change and adapt as necessary. Students must understand that patients tend to behave based on factors that affect them both internally and externally. Because of this they must understand that they must both look for the "horse" and the "zebra" when giving care. Understanding that sometimes behaviors may stem from a non-traditional route will allow them to understand what questions need asked in order to help them come to a more feasible solution for the patient. For example, a patient may not be taking their meds because they had to choose to pay for heat or medications since they didn't have money for both. The nurse must be able to see this angle and flex her solutions around them. We discuss some of the more frequently seen scenarios in class throughout each topic lesson.

Thinking flexibly

Using the sense of sight, smell, taste, touch, hearing and the internal "6th sense". When performing patient care there are several items the nurse will assess with her sight, smell and touch to include stool, urine, wound drainage, and tissue integrity to name a few. Students discuss smells of disorders in lecture and are often given samples of smells (such as yeast, ripe grapes etc) to help them tie the smell of the clinical area to patient disorders.

Using all of the senses

Attempting to be as perfect as possible. Accuracy is a necessary evil in nursing. Students are presented with skill information, given a checklist and practice supplies and encouraged to practice over and over again for accuracy. Once they feel they are prepared they are watched by an instructor to ensure they are meeting the accuracy required in a clinical setting. The reward for accuracy is the ability to perform tasks on a live person at clinical.

Striving for accuracy

Reference:Kellough, R. D. (2011). Secondary School Teaching: A Guide to Methods and Resources (4th ed.). : Pearson Education Inc..


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