Engagement is an important strategy that nurse leaders can use in enhancing the participation and output of their students in a learning/job environment. In my case, I will adopt two strategies such as the nursing salon and the articulated expectations approach engage my students. Firstly, a nursing salon is defined as a lively gathering where the nurses and managers can engage in a one-on-one talk. In these gatherings, the students form and inform the conversations. Therefore, this teaching method provides an opportunity for the participants to easily and casually connect and share their job experiences (Hodge, Campbell, & Tobar, 2016). I love the idea of a group of nurses and managers engaging in a thoughtful discussion about the profession. Therefore, this salon will begin as a small group comprising of two nurses and two managers. Over time, the attendance will increase.
The second method I would use is the articulated expectations approach. This tool will help influence the culture of the healthcare facility. It involves a group of nurses and managers coming together to share their expectations. This tool was designed to replace the historical teaching models that emphasized an authoritarian style where students do not participate because the instructor said so. Articulated expectations teaching method does not use authoritarian control and , would give them an opportunity to express their beliefs, values, and visions regarding their job roles. The power of this tool in engaging students is entirely based on it being used in a group context (Clavelleet al., 2016). By applying it this way, I will grab the support of almost everyone in the organization and share his or her experiences and expectations at work. When used correctly, the tool will help in making leadership an active process.
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Engaging my students through tools such as nursing salons and articulated expectations would be an overwhelmingly interactive teaching experience. These methods are likely to deliver a sense of student engagement and a sense being heard in a conversation about their professional practice. The information obtained from these interactive sessions would serve as a representation of the real world practice.
References
Clavelle, J. T., et al., (2016). Evolution of structural empowerment moving from shared to professional governance. The Journal of Nursing Administration 46 (6): 308-312
Hodge, M. B., Campbell, P. & Tobar, K. (2016). Engaging nurses in the development and implementation of a professional practice model through nursing salons. The Journal of Nursing Administration 46 (9): 425-427
