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Clinicalteachingmethods 180306040756

This document discusses clinical teaching in nursing education. It begins with an introduction and defines clinical teaching as individualized or group teaching provided to nursing students in clinical areas. It then discusses various methods of clinical teaching including bedside clinics, nursing care conferences, nursing rounds, and nursing care studies. Principles of clinical teaching are outlined and different approaches to evaluating clinical teaching are presented. The document emphasizes that learning through practical experience in clinical settings is important for nursing students.

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379 views31 pages

Clinicalteachingmethods 180306040756

This document discusses clinical teaching in nursing education. It begins with an introduction and defines clinical teaching as individualized or group teaching provided to nursing students in clinical areas. It then discusses various methods of clinical teaching including bedside clinics, nursing care conferences, nursing rounds, and nursing care studies. Principles of clinical teaching are outlined and different approaches to evaluating clinical teaching are presented. The document emphasizes that learning through practical experience in clinical settings is important for nursing students.

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 Introduction

 Definition & Steps of Clinical Teaching

 Philosophy / Principles of clinical teaching

 Methods of clinical teaching

 Nursing Clinic / Bedside clinic


 Nursing care conference
 Nursing Rounds
 Nursing Care Study
 Guidelines for best method

 Evaluation of Clinical teaching

 Conclusion
In recent years, nursing education focused on
theoretical education & deep gap between
theoretical & clinical education created.
Many nursing researchers reported that
nursing students, in spite of good knowledge
base, weren’t skillful in clinical settings. In
result, with entrance of these unskillful
students to the nursing care system, the
quality of this system falls day to day.
Clinical teaching of students and continuing
education is vital for professional
development.
Clinical teaching is a individualized or group
teaching to the nursing students in the
clinical area by the nurse educators, staff
nurse and clinical nurse manager.
 Formulating objectives
 Determining the student knowledge by
conducting a test
 Planning the content for ward teaching
depending on the student’s knowledge
 Organizing the programme
 Implementing & evaluating the sessions.
 Clinical education should reflect the nature
of professional practice
 Clinical teaching is more important than
class room teaching
 The nursing student in the clinical setting is
a learner, not a Nurse
 Sufficient learning time should be provided
before performance is evaluated
 Clinical teaching is supported by a climate of
mutual Trust & respect

 Clinical teaching & learning should focus on


essential knowledge, skill & attitude

 The espoused curriculum may not be the


curriculum in use

 Quality is more important than quantity


 Nursing Clinic / Bedside clinic
 Nursing care conference
 Nursing Rounds
 Nursing Care Study
 Bedside clinic always help to study the problems
typically associated with a particular disease or
disorder.

 Always ensure the presence of the patient.

 Either the group visits the patient or the patient is


brought to the conference room.
• Patients with Typical cases rather with unusual
conditions are selected. During the clinic the
patient may be asked to speak something about
the course of illness, symptoms and involves the
family members and plan for discharge.

• Brief history and therapy, nursing problems are


presented along with the nursing care including
physical, mental and social components.
• Nursing clinic can be conducted by the head
nurse or the clinical instructor.

• Before the client entry the head nurse points


out the group the observations which should
made while he/she is present. When the patient
no longer needed should send back.
• This is usually followed by a discussion and
question and answer round. The Material is
summarized and the most important points are
emphasized.

• The clinic lasts for about 30 min finally it is


evaluated by the head nurse and the group
members.
 The student nurse is getting an opportunity
to observe, analyze & make decision in
nursing care

 Remembers the nursing measures for longer


time since directly they involved
• It is same like a bedside clinic but the patient is
not usually present for the class. This may be a
method of choice when the entire group is
acquainted with the patient.

• Bedside clinic and nursing care conference can


be used to evaluate the students. Both should be
planned earlier if it is to be made more
effective. But the nurse instructor conduct it on
the spot if she wishes to evaluate the students.
• Nursing rounds is an excursion into patient’s area
involving the students learning experiences.

• In nursing rounds the patient history and the


medical aspects of his/her care are included only as
a background for understanding the nursing care.
The registered nurse responsible for the patient
should answer questions aroused in the group.
Suggestions are made by the members of the group.

• Suggestions discussed in the rounds will be


recorded. Rounds may extend only up to one hour
Information giving rounds
Instructional rounds
Problem solving rounds
 Increases the learning ability
 Increases interest to share ideas &
Knowledge with others for the benefit of the
client
 Response of the client is more natural
 Students can select client with specific
problem & plan for proper nursing care
Types

 Case Study
 Case Analysis
 Case incident Technique
• The student with the help of the clinical
instructor selects one of her patients for
intensive study which she finds interesting. The
student tries to solve the problems through the
study, consultation and experimentation and
decides the nursing measures which will meet
the patient’s individual needs and solve nursing
problems. The student must be given opportunity
to take care of the patient over a long duration
of time, to understand his/her behavior, to gain
his/her confidence, to learn the real nature of
his/her problems, and to note the effect of
nursing measures and the results of the care.
 The concentrated effort on the part of the
student to define and solve the problems in
the patient care arouses interests in him and
results in better nursing care. The students
learn to recognize the effect of personal and
social factors on illness and recovery, to
organize the information and identify the
problems.
• The student also learns about the problem
solving approach to nursing. The report may
act as a reference material for the student.
• The student can present the report in front
of the group and it should be evaluated in
terms of content, organization, clarity of
thought and interest. The oral presentation
helps the student to speak in front of the
group.
 Identify the barriers
 Consider learning style
 Plan activities collaboratively
 Create learning environment
 Effective clinical teaching
 Extend evaluation possibilities
 Designate
 Encourage experts
 Documented
 Valid
 Reliable
 Objective
 Comprehensive
 Useful
 Evaluation should be based upon first-hand
(Observed) or Objective (written)
information
 It should match with the clinical skill or
knowledge being assessed
 Complex skill may require multiple sources
of evaluation before promotive / certification
 It should consider feasibility in terms of time,
money, space, trained observers / raters
 Learning by doing is the most effective
method of teaching. The laboratory of the
nursing students is the clinical field. The
nursing students get the practical experience
and skill doing procedures by taking care of
the patients. The nurse manager manages
and controls the practical field of nursing
students. The clinical teaching should well
organized to provide the needed experience
to the students. The nurse manager plays a
dual role, she is aware of the practical
problems, and she should use each and every
opportunity to teach the nursing students.
 “Clinical Teaching Strategies in NURSING”,
Kathleen B. Gaberson, Marilyn H.Oermann, 3rd
edition, Springer Publishing Company.
 “Fast factors for the clinical nursing instructors”,
Eden Zabat Kan, Susan Stabler-Hass, Springer
Publishing Company, New York.
 “Virtual Learning Environments”,
Pierre.Dillenbourg, University of Geneva, EUN
Conference 2000.
 Education for Health, Vol.17, No.2, July 2004,236-
39

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