PubMed · 5188597
The source did not provide an abstract. Follow the original record for more information.
Explore connections, maps & timelines
L C Crooks. 1968. Let's substitute logic for lament.. https://doi.org/10.1016/s0001-2092(08)70941-4
Cite the original work for its findings. Save a collection to share your selection of sources.
KEEP EXPLORING
Orientation to the operating room is lengthy, complex, and challenging for everyone involved in its process. To assure success, everyone involved needs to be clear about expectations, goals, and ability to meet the challenges that perioperative patients require. Various teaching methods exist for direct learning activities. They are the most successful when they match the learner's needs and learning style. Critical thinking ability should also be stressed as the orientee learns to apply theory to real life situations.
Cross-training is the process by which a staff member without previous experience is introduced to the goals, policies, procedures, role expectations, physical facilities, and special services in a new area. The goal of the cross-training is to assist the staff member in making a smooth transition into the new area while retaining original skills. Each institution has individual characteristics that influence the needs for a cross-training program. As individual institutions prepare to design cross-training programs, it is beneficial to have a model for program development. This article provides systematically constructed and logically related concepts required for development of cross-training programs.
Fulfilling the role of the perioperative educator can be a complex and overwhelming task. Complexity and anxieties are enhanced when the responsibilities of the perioperative educator are performed as an additional duty. This is especially true for the beginning educator. Developing a pool of resources and identifying mentors in the education arena can provide invaluable insight and support in performing the tasks of the position. This article investigates the feelings associated with performance of the duties of the peroperative educator from the perspective of a novice. Discussions with two mentors regarding the aspects of orientation, competency assessment, in-service training, and where to find additional information are summarized.