nursing

1. Clinical Teaching

2. PURPOSE OF CLINICAL
TEACHING

3. Purpose of Clinical Laboratory
1. Where theory and practice
come together
2. To perfect or master skills
3. To have an opportunity for
observation
4. To refine problem-solving,
decision-making, and critical
thinking skills

4. Purpose of Clinical Laboratory
5. To gain organization and
time management skills
6. To develop cultural
competence
7. To become socialized in
the clinical laboratory

5. Misuse of the Clinical Laboratory
• Nursing students have been
sent
to the clinical setting to gain
work experience rather than
to achieve educational
objectives.
• When novices are given too
much responsibility for
patient care.

6. MODELS OF CLINICAL
TEACHING

7. Models of Clinical Teaching
1.Traditional method
– Instructors accompany groups (8-12 learners) to a
clinical agency and assign them to patients
2. Relies heavily on keeping nursing
students in a skills laboratory until they
are proficient with skills
3. More information about clinical practice
should be taught in the classroom before
learners go

8. Preceptorship Models
1.Traditional Preceptorship
 A student is taught and
supervised by a practicing
nurse employed by the
health care agency while
an educator oversees the
process and indirectly
supervises the student
2.CTA Model
 Clinical Teaching
Associate and educator
work hand in hand to

9. Preceptorship
Increase clinical
experience for students
and expose them more
of the realities of the
work world, which
should reduce reality
shock
Allows students to learn
from practitioners with a
high skill level while still
being guided by faculty

10. PREPARING FOR CLINICAL
INSTRUCTION

11. Preparing for Clinical Instruction
• Clinical agency sites must
be chosen
• Clinical units within the
agency must still be
identified
• There should be enough role
models for learners
• Contracts must be drawn up

12. Preparing for Clinical Instruction
• Educator should set up a
meeting with the agency
staff who will be involved
with the education process
• Making specific
arrangements for learners
on a weekly or daily basis
(for duty or actual patient
care)

13. CONDUCTING A CLINICAL
LABORATORY SESSION

14. Preconferences
 Orientation occurs
 Instructors brief their
students
 Students ask questions
about their assignments
 Discusses and plans on
patient’s care

15. Practice Session
 Follows the preconference
 Combinations of strategies
such as return
demonstration with
explanation, asking and
answering questions, and
coaching techniques are
used
 Like a checklist

16. Effective Teaching Techniques
for Clinical Settings
1. Observation Assignments
 Supported by Social Cognitive
Theory
 Observing nurses as they
perform skills they usually
cannot perform
2. Nursing Rounds
 Involves a group of learners &
their instructor visiting patients
to whom they’ll be assigned
 purpose is to expose learners to
additional nursing situations and
encourage them to consult each

17. Effective Teaching Techniques
for Clinical Settings
3. Shift Report
 Being able to attend
endorsements
 A way for students to learn the
uniqueness of nursing
communication and is a means
of professional socialization
4. Technology Use
 Students must learn how to use
varied technological tools
required for patient care
 PDAs, Nightingale Tracker
System

18. Effective Teaching Techniques
for Clinical Settings
5. Learning Contracts
 A written agreement
between instructor and a
learner, spelling out the
learner’s outcome objectives
6. Journal Writing
 Clinical journals promote
active learning and reflective
practice and are built on the
theory of Constructivism.

19. Postconferences
Ideal opportunity for:
 pointing out applications of
theory to practice,
 analyzing the different ways
that patients with similar
illness differ in their
response to nursing care
and treatment
 Group solving
 Evaluating nursing care
 Learners to report what they

20. Postconferences
Challenges:
 It is often unstructured that
allow for creativity but can
dissolve into meaninglessness
 It is usually held at the end of a
physically and emotionally
draining practice session
 Few learners seem to believed
that they learned everything
they could have learned during
their practice time
 Learners thought

21. EVALUATING LEARNER
PROGRESS

22. Why is Evaluation needed?
 Learners need to hear the
feedback and judgment of
their work.
 They need to know how they
are doing at one level before
progressing to the next.
 To determine how well the
objectives are met.

23. Choices to be Made Regarding
Evaluation
Formative and Summative
Evaluation
 Formative
...is the ongoing feedback given to the
learner throughout the learning
experience
...helps identify strengths and
weaknesses
...prevents learners from being
surprised at the end with the judgment
of their performance
 Summative

24. Choices to be Made Regarding
Evaluation
Norm-Referenced and Criterion-
Referenced Evaluation
 Norm-referenced
...learner is compared to a reference
group of learners, therefore, evaluation
and grading are relative to the
performance of the group
 Criterion-referenced
...compares the learner with well-
defined performance criteria rather
than comparing him/her with other
learners

25. Choices to be Made Regarding
Evaluation
Grading Systems
2 most common options for
grading:
 Assigning letter grades
 Pass/Fail or Satisfactory/Unsatisfactory
approach

26. Behaviors to be Evaluated
 Use of the nursing process
 Use of health-promoting
strategies
 Psychomotor skills
 Organization of care
 Maintaining patient safety
 Ability to provide rationale for
nursing care
 Ability to individualize care
planning and intervention

27. Behaviors to be Evaluated
 Therapeutic communication
 Ability to work with a
professional team
 Professional behaviors
 Written documentations of
care

28. Sources of Evaluation Data
 Direct observation
 Broad questions asked to the
patients
 Learner self-evaluation
 Agency staff
 Written work and college
laboratory work performed by
the learner

29. CLINICAL EVALUATION
TOOLS

30. Clinical Evaluation Tools
1. The items should derive
from the course or unit
objectives
2. The items must be
measurable in some way
3. The items and instructions
for use should be clear to all
who must use the tool
4. The tool should be practical
in design and length
5. The tool must be valid and

31. THE END