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Your attitude affects students' learning
Do you remember the graduate nurse who thought all student nurses were stupid? Were you always the one to answer the call bell during report, deprived of hearing what wa5 going on because you were the student, low-man on the totem pole? Do you know how it is to be with a patient when the physician and nurse come to do a procedure, and the curtain is drawn with you on the outside? Or how it i s when you are not allowed to participate because you will contaminate? The student i s for the most part highly and easily motivated, eager to learn devastated, The graduate who takes time to teach, who shows patience and understanding, gets rave notices in post-conference.
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One of my biggest problems in teaching i s to help the student to cope with the negative learning involved in working with a Jeanne Otto, RN, is assistant professor and coordinator of the maternal-child health program at Northeastern University, Boston. A former OR supervisor, she has taught OR nursing a+ Children's Hospital Medical Center, Boston.
March 1973
graduate who rejects her. I have observed that the graduate who i s punitive with students is often insecure herself and cannot tolerate observation of her skills. She sometimes sees the instructor as an authority figure and therefore threatening. Or,sometimes she is an unhappy woman who spreads her dissatisfaction over the group
- student,
staff, patient alike.
As an instructor, I have used several approaches with staff who are rejecting students. Having coffee with them and showing a personal interest often eases their sense of being threatened. Another method is through feedback to graduates of students' positive comments. The graduate understands the student's role better and i s more aware of her impact on the student. In one teaching situation, students wrote evaluations naming staff who were helpful. Each graduate named received the evaluation, and all graduates were encouraged to read the evaluations so that they would be aware of those whom the students enjoyed working with and be motivated to be among this group.
27
The student will return as a new graduate to an area where she was most com-
further, and hurt i s even more devastating. Do you remember how i t was when the
fortable, had positive learning experience and was accepted by the staff. She will not
sterile teflon graft was dropped on the floor? Is not the self-inflicted punishment
return b y choice to a work situation where she was reiected, scorned or traumatized. If you need new help in your operating
almost more than you can bear? We all make mistakes, but what a learning situa-
room or ward, offer a student a positive experience and she may return.
are seldom forgotten.
Many operating rooms no longer have students. But how do you treat new personnel? They too are students, and they often do not have an instructor to act as a buffer. The operating room atmosphere i s almost invariably more tense than the ward situation.
Therefore,
kindness goes
tion. Success i s easily forgotten; the mistakes
M y plea i s help for the learner. You, as a graduate, have a contribution to make. Any situation i s more enjoyable and more productive when the atmosphere i s pleasant. You get out of i t what you put into it. Put in a nasty and you shrivel a little. Put in a nice and you grow a little. Help a student to grow.
Jeanne Offo, RN
Tumor progression anfigen found A marker that denotes the state of the disease has been discovered i n patients with malignant melanoma, a dark pigmented tumor, a group of investigators from the M D Anderson Hospital and the University of Texas, Houston, reported t o the clinical congress of the American College of Surgeons.
C M McBride, MD, FACS, termed it a "tumor progression antigen" since i t s appearance indicates a progression of the disease or a lack of control. The antigen was found in the nucleolus of the cell in 45 percent of the 140 melanoma patients tested. It has not been detected in nonmalignant tissue from melanoma patients. "Patients who have malignant melanoma of apparently the same severity may have vastly different outcomes when the progression of their disease i s studied," said D r McBride i n an interview. "Some enjoy complete remissions of the disease for years while others may have very rapid progression and death. "While searching for a viral etiology for melanoma, or a method of altering the course of the disease using viral infections, we noticed that some melanoma patients had a substance i n the nucleolus of the cell that sometimes could be demonstrated by their own antibodies t o it, or sometimes by the fact that blood taken from other melanoma patients showed these antibodies."
did patients did not show this antigen substance.
Those who demonstrated the substance did not control their disease as well as who apparently had the same amount of melanoma but
A n important potential use of this antigen i s determining ahead of time when a quiescent tumor may break out and become progressive, said Dr McBride. This knowledge may be important i n choosing the time and type of therapy. "Another problem," he added, "is t o determine what causes the 'lethal antigen' t o appear and t o see
28
i f there i s any way of reversing the process."
AORN Journal
-
One of my biggest problems in teaching i s to help the student to cope with the negative learning involved in working with a Jeanne Otto, RN, is assistant professor and coordinator of the maternal-child health program at Northeastern University, Boston. A former OR supervisor, she has taught OR nursing a+ Children's Hospital Medical Center, Boston.
March 1973
graduate who rejects her. I have observed that the graduate who i s punitive with students is often insecure herself and cannot tolerate observation of her skills. She sometimes sees the instructor as an authority figure and therefore threatening. Or,sometimes she is an unhappy woman who spreads her dissatisfaction over the group
- student,
staff, patient alike.
As an instructor, I have used several approaches with staff who are rejecting students. Having coffee with them and showing a personal interest often eases their sense of being threatened. Another method is through feedback to graduates of students' positive comments. The graduate understands the student's role better and i s more aware of her impact on the student. In one teaching situation, students wrote evaluations naming staff who were helpful. Each graduate named received the evaluation, and all graduates were encouraged to read the evaluations so that they would be aware of those whom the students enjoyed working with and be motivated to be among this group.
27
The student will return as a new graduate to an area where she was most com-
further, and hurt i s even more devastating. Do you remember how i t was when the
fortable, had positive learning experience and was accepted by the staff. She will not
sterile teflon graft was dropped on the floor? Is not the self-inflicted punishment
return b y choice to a work situation where she was reiected, scorned or traumatized. If you need new help in your operating
almost more than you can bear? We all make mistakes, but what a learning situa-
room or ward, offer a student a positive experience and she may return.
are seldom forgotten.
Many operating rooms no longer have students. But how do you treat new personnel? They too are students, and they often do not have an instructor to act as a buffer. The operating room atmosphere i s almost invariably more tense than the ward situation.
Therefore,
kindness goes
tion. Success i s easily forgotten; the mistakes
M y plea i s help for the learner. You, as a graduate, have a contribution to make. Any situation i s more enjoyable and more productive when the atmosphere i s pleasant. You get out of i t what you put into it. Put in a nasty and you shrivel a little. Put in a nice and you grow a little. Help a student to grow.
Jeanne Offo, RN
Tumor progression anfigen found A marker that denotes the state of the disease has been discovered i n patients with malignant melanoma, a dark pigmented tumor, a group of investigators from the M D Anderson Hospital and the University of Texas, Houston, reported t o the clinical congress of the American College of Surgeons.
C M McBride, MD, FACS, termed it a "tumor progression antigen" since i t s appearance indicates a progression of the disease or a lack of control. The antigen was found in the nucleolus of the cell in 45 percent of the 140 melanoma patients tested. It has not been detected in nonmalignant tissue from melanoma patients. "Patients who have malignant melanoma of apparently the same severity may have vastly different outcomes when the progression of their disease i s studied," said D r McBride i n an interview. "Some enjoy complete remissions of the disease for years while others may have very rapid progression and death. "While searching for a viral etiology for melanoma, or a method of altering the course of the disease using viral infections, we noticed that some melanoma patients had a substance i n the nucleolus of the cell that sometimes could be demonstrated by their own antibodies t o it, or sometimes by the fact that blood taken from other melanoma patients showed these antibodies."
did patients did not show this antigen substance.
Those who demonstrated the substance did not control their disease as well as who apparently had the same amount of melanoma but
A n important potential use of this antigen i s determining ahead of time when a quiescent tumor may break out and become progressive, said Dr McBride. This knowledge may be important i n choosing the time and type of therapy. "Another problem," he added, "is t o determine what causes the 'lethal antigen' t o appear and t o see
28
i f there i s any way of reversing the process."
AORN Journal