T-Moment Learning

Respond to  your colleagues  in one or more of the following ways:

  • Offer suggestions about how the case presentations could be integrated into a plan of care for patients or used as teaching tools for nurse educators or nurses in practice.
  • Offer further insights or resources to consider in their case presentations.
  • Suggest other agency resources that could be used to support a patient with this comorbidity.
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With the current global nursing shortage, the National Health Service (NHS, 2019) has demanded a call to action on behalf of the expansion of nursing roles and increased recruitment efforts through colleges and universities. Halse et al. (2018) claim that an increased focus has been placed on work-based learning, trending to be commonplace within the nursing education field. The NHS (2019) needs student nurse capacities to increase and expand the nursing workforce to meet community needs. These efforts will require clinical workplace sites to increase their teaching capacities and the continued support of the current workforce in the provision of quality care. A global challenge within health care is educating the workforce of tomorrow while caring for the patients of today. The Nursing and Midwifery Council’s Code (NMC, 2018) places a greater focus on workplace learning environments and relationships between learners and preceptors within the health care system. Nurses at all levels must consider themselves as educators with clearly defined goals, exploits, and valued by all stakeholders. According to Attenborough et al. (2019), pressurized workplace learning environments are challenging; however, they can be successful with careful planning, preparation, embedding educational learning throughout the workplace (Attenborough et al., 2019).

          Benner et al. (2010) believes that nursing education should move from decontextualization and closer to exploitation of Teachable moments (T-moments). T-moments allow for alignment of care delivery, education within the workplace, and the incorporation of practical brief learning opportunities. Fuller and Unwin (2003) define learning as combining acquired knowledge and its application with quality outcomes. Lewis (2019), teachers have been utilizing T-moments for years as they identify and explore problems, situations (real-time) aimed at guided learning at the student’s pace. Lawson and Flocke (2009) the use of conceptualized learning opportunities created through communication in reflective discussions and challenged assumptions. Ward et al. (2000) believe T-moments are developmental tasks that allow for future learning successes.

 

          According to Dudley-Marling (2012), Learning is a social, cultural process that occurs with human relationship interactions. Ekebergh et al. (2004) claim that exposing nursing students to a workplace learning experience allows them to adapt to open communication and learning within a given organizational culture.

The success of contextualized teaching, or supported learning moments depends in part on the supervisor and requires investment in developing skilled supervisors. Constructivist educational theories operate on the premise that learning is a socially active process in which participation Moreover, engagement with others is essential (Dudley-Marling 2012). Benner et al. (2010), explain that the use of poster T-moments makes learning from practice explicit and allows for preceptors to support learners to recognize factors that are noteworthy within the clinical setting and strengthen clinical reasoning and decisions. Basheer et l., (2018) state that poster T-moments and learning opportunities that allow nursing students to embrace new technologies and their impact on learning perceptions and career impact.

ReferencesAttenborough