Scribd
Upload
86 views

Clinical Teaching: On A Modern Approach

This document discusses approaches to clinical teaching in nursing. It outlines several models of clinical teaching including the integrative preceptor model, parallel consulting model, and mentoring models. It emphasizes the importance of preparing nursing students with both clinical skills and the ability to link theory to practice. Clinical skills laboratories are highlighted as a way to help students develop collaborative skills. The document also discusses conducting clinical laboratory sessions by creating a real-life environment that combines both theory and practice. Student learning needs, styles, and readiness are assessed to determine the best way to teach each individual. Methods of evaluation are also examined.

Uploaded by

May June
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
86 views

Clinical Teaching: On A Modern Approach

This document discusses approaches to clinical teaching in nursing. It outlines several models of clinical teaching including the integrative preceptor model, parallel consulting model, and mentoring models. It emphasizes the importance of preparing nursing students with both clinical skills and the ability to link theory to practice. Clinical skills laboratories are highlighted as a way to help students develop collaborative skills. The document also discusses conducting clinical laboratory sessions by creating a real-life environment that combines both theory and practice. Student learning needs, styles, and readiness are assessed to determine the best way to teach each individual. Methods of evaluation are also examined.

Uploaded by

May June
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 11

CLINICAL TEACHING:

ON A MODERN
APPROACH
PURPOSE

• Nursing students must be adequately prepared to carry-out clinical skills


completely and confidently.
• Educators and educators must display the knowledge and skills required to
promote theory-practice integration.
• Clinical skills laboratories are essential to help students develop the
collaborative skills required for a profession like nursing.
• Students must be have the ability to link theory to practice.
MODELS OF CLINICAL TEACHING

1. The Integrative Preceptor Model (ICP)


-Students take active responsibility for their learning
2. Parallel Consulting (Wave Model)
-Students see patients in their own consultation rooms.
3. Mentoring Models
-Clinical mentors act as a support person for students providing emotional and
professional support.
4. Interprofessional Collaborative Practice
-Involves all members of the healthcare team.
CONDUCTING A CLINICAL
LABORATORY SESSION

Real- life environment


Reputable institutions that teach clinical laboratory classes are either attached to a high
class, well- equipped medical center or have access to one. The aim of being in such
proximity is that as mentioned above; conducting a clinical laboratory session has to be as
close to real life as possible, since these are the environments in which the students will
work once they become full- fledge professionals in the future.

Mix of theory and practice


In most clinical laboratory sessions, there will be a regular faculty member who carries
oversight of the session and supervises the class. Under her or his guidance, the first steps
to conducting a clinical laboratory session are taken. The training will consist of both
theory and practice, because health technology programs require the use of both. Students
will have to practically implement what they learn theoretically. Once they start their
careers, there is need to apply what they have learnt. This is why conducting a clinical
laboratory session has to be onsite, meaning that it should ideally be done in healthcare
sttings.
ASSESSING LEARNING NEEDS

1. Learning needs
2. Learning styles
3. Readiness to learn

Determine:
What, Want, Need, Capability, Best Way

Use:
Checklists, Questionaires, or Written materials
METHODS OF EVALUATON

• Educators may feel overwhelmed by measuring how learners create


personal meaning and demonstrate understanding of the consensually
validated knowledge they will need to practice competently in their field of
health.
• Measuring the efficacy of our own teaching in relation to preparing
learners to practice safely, ethically, and in accordance with entry to
practice competencies is not straightforward either.
• However, whether we are seeking to appraise student learning or our own
teaching, knowing the criteria for expected outcomes will help us
understand what is being measured.
• Measurement, assessment, evaluation, feedback and grading are terms used
in appraising student learning and our own teaching.
“ Ever tried. Ever failed. No matter. Try again.
Fail better.”
-Samuel Beckett
CONTINUOUS OBSERVATION OF
COMMUNICATION PATTERNS IN
INTERACTIVE GROUPS
QUALITIES OF GOOD
MEASUREMENT

• Appropriate Scale
• Validity
• Reliability

This shows the human factor in measurement. Use of sight, touch, smell
hearing as well as concentration and practice are all factors involved in good
measurement for the nurse.

Also any equipment used should be checked to not be broken or in need of


repair and proper instructions followed.
CLINICAL TEACHING:
ON A MODERN
APPROACH

You might also like