I will raise several questions and concerns during the meeting discussing whether students should be allowed to bring their electronic devices for completing their nursing care plans. First, I would ask how the students would maintain their concentration in developing their care plans when having their electronic devices. The concern is important because developing nursing care plans requires great concentration for the desired effect in improving patient care and promoting patient outcomes to be realized (Barroa, 2014). The personal electronic devices may contain information that could disrupt the concentration thereby compromising the quality of the nursing care plan.
Secondly, I will seek clarification on the specific advantage that the students are likely to derive from using their devices. The justification for this question is that the hospital has enough electric devices that the students could utilize in the development of nursing care plans. Therefore, additional gadgets would not be needed at all. Thirdly, I would be interested in knowing how personal electronic devices would facilitate the identification of the underlying factors behind the specific patient conditions. In most cases, appropriate care plans must address the reasons that lead patients to such conditions (Hinno, Partanen & Vehviläinen-Julkunen, 2011). Therefore, the use of electronic devices should be geared towards assisting such identification process.
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Also, I will inquire about the impact of electronic devices on the patient’s wellbeing. It is important that any gadget introduced in the healthcare setting does not disrupt the healing process of patients or their overall wellbeing (Williams & Palmer, 2013). Lastly, I will inquire on how personal electronic devices will improve patient welfare and recovery. The question is important because all devices and systems used in healthcare settings focus on promoting patient recovery and quality healthcare. Therefore, I will be interested in the input of the devices that the nursing students are requesting to have in hospital settings.
References
Barroa, S. (2014). Nursing care plan . Charleston, SC: Create Space.
Hinno, S., Partanen, P., & Vehviläinen-Julkunen, K. (2011). Hospital nurses work environment, quality of care provided and career plans. International Nursing Review, 58 (2), 255-262.
Williams, E., & Palmer, C. (2013). Student nurses in critical care: Benefits and challenges of critical care as a learning environment for student nurses. Nursing in Critical Care, 19 (6), 310-315.
