O

CLINICALTEACHIN
METHODS
Submittedto,
Mr Jitendra bhargav
Assistant Lecturer
IndianAcademyCollageofNursing
Submittedby,
SumanMondal
2ndyearBsc.Nursing
IndianAcademyCollageofNursing
CONTEX
1. Introduction
2. Definition&StepsofClinicalTeaching
3. PhilosophyIPrinciplesofclinicalteaching
4. Methodsofclinicalteaching
5. NursingClinic/Bedsideclin
ic Nursing care
conference Nursing
Rounds Demonstration
NursingCareStudy
Clinical Simulation
Virtuallearning/Gamebasedshow
Mastery learning
6. Guidelinesforbestmethod
7. EvaluationofClinicalteaching
8. Conclusion
9. Bibliography

INTRODUCTIO
Inrecentyears,nursingeducationfocusedontheoreticaleducation
and deep gap between theoretical and 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
quaLityofthissystemfaLLsdaytoday. Clinicalteachingofstudentsand
continuing education is vital for professional development.

DEFINITION
Clinical(teachingisaindividualizedorgroupteachingtothenursing
students in the clinical area by the nurse educators, staff nurse
and clinical nurse manager.

StepsinClinicalTeachingMethods
 Formulatingobjectives
 Determiningthestudentknowledgebyconductingatest
 Planningthecontentforwardteachingdependingont
he student’s knowledge
 Organizingtheprogramme
Implementing&evaluatingthesessions
PrinciplesofClinical


TeachingMethods


 Clinicaleducationshouldreflectthenatureofprofessio
nal practice
 Clinicalteachingismoreimportantthanclassroomteaching
 Thenursingstudentintheclinicalsettingisalearner,notaNurse
  Sufficientlearningtimeshouldbeprovided
 beforeperformanceisevaluated

ClinicalteachingissupportedbyaclimateofmutualTrustE
t respect
 ClinicalteachingEtlearningshouldfocusonessentialknowled
ge, skill Et attitude
 Theespousedcurriculummaynotbethecurriculuminuse
 Qualityismoreimportantthanquantity

MethodsofClinicalTeaching
Methods
 NursingClinicIBedsideclinic
 Nursingcareconference
 NursingRounds
 Demonstration
 NursingCareStudy
 ClinicalSimulation
 Virtuallearning/Gamebasedshow
 Masterylearning


BedsideClinic
Bedsideclinicalwayshelptostudytheproblemstypica
lly associated with a particular disease or disorder.
 Alwaysensurethepresenceofthepatient.
  Eitherthegroupvisitsthepatientorthepatientisbroughttothe
conference room.
 Patients with Typical cases ratherwith unusual
conditions are selected. During the clinic the patient
may be asked to speak
somethingaboutthecourseofillness,symptomsandinvolv
es the family members and plan for discharge.
 Briefhistoryandtherapy,nursingproblemsarepresentedalo
ng with the nursing care including physical, mental and
social components.
 NursingcLiniccanbeconductedbytheheadnurseortheclinic
al instructor.
 Before the cLient entry the head nurse points out the
group the
observationswhichshouldmadewhitehe/sheispresent.Wh
en the patient no longer needed should send back.
 Thisisusuallyfollowedbyadiscussionandquestionandansw
er round. The Material is summarized and the most
important points are emphasized.
 ThecLiniclastsforabout30minfinalLyitisevaluatedbyth
e head nurse and the group members.

ADVANTAGE
Thestudentnurseisgettinganopportunitytoobserve,analyze

Et make decision in nursing care
 Remembersthenursingmeasuresforlongertimesincedirec
tly they involved

NursingCareConference
  It is same like a bedside clinic but the patient is not
usualLy presentfortheclass.Thismaybea
methodofchoicewhenthe entire group is acquainted
with the patient.
 Bedside clinic and nursing care conference can be used
to
evaluatethestudents.Bothshouldbeplannedearlierifitistobe
made more effective. But the nurse instructor conduct it
on the spot if she students.
NursingRounds
 Nursingroundsisanexcursionintopatient’sareainvolvingthestude
nts (earning experiences.
 Innursingroundsthepatientandthemedicalaspectsofhis/hercarear
e included only as a background for understanding the nursing
care. The registered nurse responsible for the patient should
answer question aroused the group. Suggestions are made by
the members’of the group
 Suggestionsdiscussedintheroundswiltberecorded.Roundsmayext
end only up-to one hour

TYPE
 Informationgivingrounds
 Instructionalrounds
 Problemsolvingrounds

ADVANTAGE
Increasesthe(earningability

 IncreasesinteresttoshareideasEt
 Knowledgewithothersforthebenefitoftheclient
 Responseoftheclientismorenatural
  Studentscanselectclientwithspecificproblemandplanf
or proper nursing care
DemonstrationMethod
Demonstrationteachesby“Exhibitionandexplanation“.

 Ittrainsthestudentsin
theartofcarefulobservationaquality which is so essential
to a good nurse.
 To define “it is a physical display of the form, outline
or a
substanceofobjectoreventsforthepurposeofincreasi
ng knowledge of such objects or events.
ADVANTAGE
Activatesseveralsenses

 Provideopportunityforobservationalearning
 Clarifyunderlyingprinciples
 Commandsinterestbyuseofconcreteillustration
 Itcorrelatestheoryapractice
TYPE
Planned demonstration: Involves preliminary

preparation,
introductoryconference,performingtheprocedureandfoll
ow up.

Unplanneddemonstration:whenuncommontreatmentoccur
sin the ward, this can be demonstrated to the students if it
is not emergency. Patient’s feeling is given due
consideration. It can be explained in the follow up
conferences.
CaseMetho
Types
 CaseStudy
 CaseAnalysis
 CaseincidentTechnique

NursingCaseStudy
 The student with the help of the clinical instructor selects
one of her patients for intensive study which she finds
interesting. The
studenttriestosolvetheproblemsthroughthestudy,consultati
on 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 behavior, to gain his/her
confidence, to learn the realnature of his/her problems, and
to note the effect of nursing measures and the results of
the care.

AdvantagesofNursingCare
Study
 The concentrated effort on the part of the student to
define and
solvetheproblemsinthepatientcarearousesinterestsinhiman
d results in better nursing care. The students Learn to
recognize the
 effectofpersonalandsocialfactorsonillnessandrecovery,to
organize the information and identify the problems.
 Thestudentalso(earnsabouttheproblem
 solvingapproachtonursing.Thereportmayactasareferen
ce 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
thoughtandinterest.Theoralpresentationhelpsthestudent
to speak in front of the group.
ClinicalSimulation
Simulationsare“activitiesthatmimicrealityofclinicalenvironme
nt andaredesignedtodemonstrateprocedures,decision-
makingand criticalthinking throughtechniquessuchasrole
playandtheuseof devices such as interactive videos or
mannequins “

TYPE
 Lowfidelity(Lessprecisereproduction)
 Moderatefidelity(Providesomefeedback)
 Highfidelity(Pharmacological/physicalmanipulation)
VirtualLearning
Abookcanhardlybedescribedasalearning
environment.But,reading a book in a seminar, discussing with
other students, writing a summary
forthetutor,...doconstitutealearning environment.Similarly,asetof
Web pages does not constitute a virtual Learning environment
unless there is social interaction about or around the
information. This includes synchronous (e.g. chat, MUDs...)
versus asynchronous (e.g. electronic mail, forums,)
communication, one-to-one versus one-to many or many-to-
many, text-based versus audio and video, ... (see section 2.3).
This includes also indirect communication such as sharing
objects.
MasteryLearning
InMasterylearning,“thestudentsarehelpedtomastereachlearning
unit before proceeding to a more advanced learning
task”(Bloom 1985)“conventional instruction”.
PrincipleofMasteryLearning
The concept of mastery learning can be attributed to the behaviorism
principles of operant conditioning. According to operant conditioning
theory, learning
occurswhenanassociationisformedbetweenastimulusand
response(Skinner, 1984). In Line with the behavior theory, mastery
learning focuses on overt behaviors that can be observed and measured
(Baum, 2005).

Advantage
Higherachievementinaltstudentsascomparedtomoretraditional
forms of teaching

ClinicalReasoning
Clinicalreasoningis“thethoughtprocessthatguidespractice”
-(Rogers,1982).

GuidelinesforBestMethods
 Identifythebarriers
 ConsiderLearningstyle
 Planactivitiescoltaboratively.
 CreateLearningenvironment
 EffectivecLinicalteaching
 Extendevaluationpossibilities
 Designate
 Encourageexperts
PrinciplesofEvalution
 Documented
 Valid
 Reliable
 Objective
 Comprehensive
 Useful
PrinciplesofSelecting

EvalutionMethods
 EvaluationshouLdbebaseduponfirst-
hand(Observed)or Objective (written) information
 Itshouldmatchwiththeclinicalskillorknowledgebeingassessed
 ComplexskillmayrequiremultipLesourcesofevaluationbefo
re promotive / certification
 Itshouldconsiderfeasibilityintermsoftime,money,spac
e, trained observers / raters


Conclusio
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 welt
organizedtoprovidetheneededexperiencetothestudents.Thenur
se
managerplaysadualrole,sheisawareofthepracticalproblems,and
she should use each and every opportunity to teach the nursing
students.

Bibliography
1. “ClinicalTeachingStrategiesinNURSING”, rd
KathleenB.Gaberson,MarilynH.Oermann,3 edition,Springer
Publishing Company.
2. “FastfactorsfortheclinicaLnursinginstructors”,EdenZabatK
an, Susan Stabler-Hass, Springer Publishing Company,
New York.
3. “VirtualLearningEnvironments”,Pierre.DilIenbourg,Universit
yof Geneva, EUN Conference 2000.
4. EducationforHealth,Vol.17,No.2,July2004,236-39
5. htpp//www.slideshare.com