roblem based learning

2  Clinical instructors hospital based or college based

3  Huda Alrched Dr. Fatamah Mofida Albarrak Ezdehar Jawaher

Group projectHuda AlrchedDr. FatamahMofida AlbarrakEzdeharJawaher

4  Out line 1.Introduction 2. Philosophy of clinical teaching

3. Define the term & concept4. Clinical teaching is different from classroom teaching5.
Element of the philosophy of clinical teaching6. Outcome in clinical teaching7.
Characteristic of an effective efficiency CI8. Models of clinical teaching9. What does the
teacher need to be as a good teacher in the clinical setting?10.
Recommendation11.Selecting a clinical teaching model

5  IntroductionEvery clinical teacher has a philosophy of clinical teaching, whether or not

the teacher realizes it.That philosophy determines the teacher's understanding of her
role, approaches to clinical teaching, selection of teaching & learning activities, use of
evaluation processes, & relationships with learners & others in the clinical environment.

6  Philosophy of Clinical Teaching

7  Because to change practice of clinical teaching, educator first must reflect on their fundamental
beliefs about the value of clinical education, the roles & relationship of teachers & learners, & how
desired outcomes are best achieved.

8  1.Clinical 2.CIin the college 3.CI in the hospital

Define the following terms1.Clinical 2.CIin the college 3.CI in the hospital

9  * Clinical teaching is different from classroom teaching

*Because nursing is a professional practice discipline, what nurses & nursing students
do in clinical practice is more important than what they can demonstrate in a
classroom.*Clinical learning activities provide real-life experiences & opportunities for
transfer of knowledge to practical situations.*Some learners who perform well in the
classroom cannot apply their knowledge successfully in clinical area

10  Elements of a philosophy of clinical teaching

11  1.Clinical education should reflect the nature of professional practice 2.Clinical teaching is more
important than classroom teaching

12  winxp 29/12/1423many nursing students perceive that the main role of the clinical
teacher is to evaluate, & many nursing faculty members perceive that they spend more
time on evaluation activities than on teaching activities.nursing faculty seem to expect
students to perform skills competently the first time they attempt them, & they often
keep detailed records of students' failures & shortcomings that are later consulted when
determining their grades3.The nursing student in the clinical setting is a learning, not a
nurse Sufficient learning time should be provided before performance is evaluated

13  5.Clinical teaching is supported by a climate of mutual trust & respect 6. Clinical teaching &
learning should focus on essential knowledge, skills, & attitudes 5.

14  7. The espoused curriculum may not be the curriculum-in-use 8

7.The espoused curriculum may not be the curriculum-in-use 8.Quality is more
important than quantity

15  Outcomes of clinical teaching

16  Out comes of clinical teaching define

the products of educational effortsthe characteristics is,* qualities,* attributes that
learners* display at the end of an education program

17  Why we should consider our outcomes

* the enormous expenditure of resources * on clinical education in nursing, teachers
must have clear, realistic expectations of the outcomes of clinical learning What
knowledge, skills, & values can be learned only in clinical practice & not in the
classroom?Why we should consider our outcomes

19  Clinical learning activities provide rich sources of realistic practice problems to be

solved.
Some problem are related to patients & their health needs; some arise from the clinical
environment & often required new mothers of resolving & problem solving strategies

20  Provides direction for how critical thinking is taught & how this outcome is evaluated .
Although most educators would classify critical thinking as a knowledge out comes ,CT
characterize it as a composite of attitudes, knowledge & skills

21  The decision-making process involves gathering ,analyzing, weighing & valuing information in
order to choose the best course of action from among a number of alternatives.

22  Are purposeful, complex, movement oriented activities that involve an event physical response
requiring neuromuscular coordination.Requiring neuromuscular coordination.They include
the ability for perform proficiently, smoothly. & consistently, under varying conditions &
with in appropriate time limits

23  Used to assess client needs, to plan & implement patient care

Used to assess client needs, to plan & implement patient care. To evaluate the
outcomes of care, & to record informationThese skills include, communication,
therapeutic use of self, & using the teaching process

24  Is important for the nurses to set priorities manage confiding expectations, & sequence their
work for perform efficiently.
25  Which represent the humanistic & ethical dimensions of nursing

26  in the ability to provide care that first the cultural beliefs & practices of patients.

27  Include career choices that students & new graduates nurses make when they have clinical
experience in various setting

28  That when nurses learn body practice habits from observing other nurses in the clinical
environment.

29  Characteristics of an effective & efficiency CI

30  What does the teacher need to be a good teacher in the clinical setting?
KnowledgeTo keep current in concepts & theories Interventions,outcomes of care to be
measured & managed,new technologies & their use in nursing, &clinical knowledge
derived from other fields of research applicable to the practice of nursing.

31  2. Clinical competencedemonstrate expert clinical skills & judgment.They know how to
function in clinical practice &can guide students in developing clinical competencies.

32  *has emerged in some studies as the most important characteristic of an effective teacher, at
least from the students' point of view.Continue

33  3. Skill in clinical teaching

Skill in clinical teaching includes* the ability of the teacher to assess learning
needs,*plan instruction that meets these needs within the context of the goals &
outcomes of the clinical experience,*guide learning so students gain essential clinical
knowledge &*develop requisite clinical competencies, & evaluate learning fairly.

34  Models of clinical teaching

35  1.Traditional modelIn the traditional model of clinical teaching, *the clinical instruction
& evaluation of a group of students are carried out by an academic faculty member who
is on-site during the clinical experience. *Academic faculty is directly responsible for
guiding student learning in the clinical setting.

36  Advantage of this model is

1.The opportunity to assist students in using the concepts & theories learning in class,
through readings, & through other learning activities in their patient care. 2.The teacher
can select clinical activities that best meet the students' need & are consistent with
course goals & objectives.Advantage of this model is

37  3.Since the clinical teacher is involved, to varying degrees, with the nursing curriculum overall,
the clinical activities may be more carefully selected to reflect the concepts & theories that students
are learning in the course the faculty member, in addition, is a member of the educational system &
may be more committed to implementing the philosophy of the nursing program than preceptors.
38  Disadvantage of this model
The large number of students for whom faculty may be responsible, not being
accessible to students when needed because of demands of other students in the
group, the time commitment for faculty who may have other teaching responsibilities &
research goals.

39  2. Clinical teaching associate model

The clinical teaching associate [CTA] model involves a staff nurse who instructs a small
group of nursing students in the clinical setting collaboratively with the lead teacher from
the nursing program.The CTA assumes clinical teaching responsibilities for the
students. The faculty member, as lead teacher, works with the CTA to coordinate the
overall clinical practicum, design the clinical experiences, assist in the evaluation of
student clinical performance, & serve as a resource in

40  2. undergraduate clinical teaching & mentor for the CTA

2.undergraduate clinical teaching & mentor for the CTA. Similar to the preceptor model,
faculty may not be on site during the actual clinical activities. In return for the CTA's
time, the faculty may conduct teaching for staff, may provide consultation in the clinical
setting & may assist with discharge planning or case management.

41  3. Clinical teaching partnership model

1.The clinical teaching partnership model varies with the academic institution but is
generally a collaborative relationship between a clinical agency & nursing program
involving the sharing of an advanced practice nurse & academic faculty member.2.The
advanced practice nurse teacher's students in the clinical setting, often on an
individualized basis, with the faculty member serving as course coordinator.

42  3. The faculty member works closely with the advanced practice nurse to ensure adequate
clinical activities for students.

43  Benefits of this model are 1

Benefits of this model are 1.the opportunity to acquire advanced knowledge for practice,
develop clinical & technological skills, & gain an understanding of the role for which the
student is preparing by working closely with a person in that role. For these reasons,
this is often the model of choice for graduate clinical education.Advantages

44  The model benefits students by pairing them with an expert in clinical practice. With this model,
the advanced practice nurse collaborates more formally with academic faculty in research &
scholarly activities & also may be involved in classroom teaching in her area of expertise.

45  The faculty member responsible for the clinical course benefits greatly from this close interaction
with an expert clinician; through this relationship the faculty member has a direct link to new
interventions & technologies in practice, fosters learning by pairing the student with an expert who is
in the intended role, & has more time to pursuer scholarly activities.

46  4. Preceptor modelIn the preceptor model of clinical teaching, an expert works with the
students on a one-to-one basis in the clinical setting.Preceptors are staff nurses & other
nurses employed by the clinical agency who in addition to their ongoing patient care
responsibilities provide on-site clinical instruction for the assigned students. In addition
to one-to-one teaching, the preceptor guides & supports the learner & serves as a role
model

47  Definition of preceptor
*A registered nurse employed in a *clinical setting who serves as a role model & clinical
resource person for* a specific period of time to an individual enrolled in an approved
nursing education program

48  The preceptor has four general

roles,

49  Role modelAs a role model, the preceptor *demonstrates effective leadership &
interpersonal skills, is clinically competent, is skilled in the use of the nursing process, &
demonstrates the ability to apply the nursing process in both routine & complex nursing
situations.

50  *Decision making by the preceptor is based on scientific & behavioral principles. *Clinical
expertise also includes patient teaching, knowledge & use of resources, & expertise in both basic &
advanced nursing skills.

51  EducatorAs an educator, the preceptor must be familiar with principles of adult

learning.*Integration of these principles into the educational process help meet the
needs of the learner.*The preceptor, faculty liaison, & student will collaborate to identify
the expected outcomes & to design experiences to meet individual learning needs.

52  Advisor As an advisor, the preceptor is a helping role.

*The preceptor provides support by creating an environment to facilitate a sense of
psychological safety.*The student is guided toward self-direction using the strategies of
collaborative goal-setting.*The preceptor facilitates the social & professional transition of
the student into the clinical practice setting.

53  EvaluatorAs an evaluator, the preceptor is to provide formal & informal feedback to

the learner that is objective & based on achievement of expected outcomes.*The
preceptor participates in the evaluation process, providing feedback which motivates
learning by validating that the student is achieving the expected out comes

54  Or by identifying additional needed knowledge or skills

Or by identifying additional needed knowledge or skills. *A achievement of goals is
reviewed periodically. Evaluation conferences are held on a regular basis final
evaluations will be completed by the preceptor & reviewed by the faculty liaison. *The
preceptor may make written recommendations for future learning experiences.

55  Internet
56  We found an examples in the internet of college who implement the preceptors models

57  Clinical preceptor—Qualifications & Roles

58  Preceptor qualifications:
1.Expertise in the selected area, as demonstrated by above average performance
ratings as reported by supervisor 2. A minimum of two years experience in the clinical
setting chosen for the clinical preceptor experiencePreceptor qualifications:

59  3. A commitment to profession 4

3.A commitment to profession 4. Ability to develop collaborative relationships with
faculty & students 5. A willingness to share project ideas & assist students In selecting
experiences 6. A willingness to supervise & assist students in meeting course objectives
7. A baccalaureate or master's degree in nursing is preferred.

60  Assists the student in developing a plan which meets the student’s personal professional
objectives, course objectives, & unit project priorities Plans with the student for selected clinical
experiences which facilitates learning & meets specified objectives.Preceptor Role

61  3.Assumes responsibility for determining which experiences are appropriate for student
involvement 4. Agrees with student contract 5. Supervises the patient care provided by the student &
other activities necessary to accomplish objectives

62  6. Maintains communication with the student & faculty as agreed 7

6. Maintains communication with the student & faculty as agreed 7. provides guidance &
feedback to the student as agreed 8. Participates with faculty & the student in
evaluation of the student’s performance in the clinical setting

63  Recommendation

65  Selecting a clinical teaching model

There is no one model that meets the need of every nursing program, clinical course, or
group of students. The teacher should select a model considering these factors:*
Educational philosophy of the nursing program* Philosophy of the faculty about clinical
teaching;* Goals & intended outcomes of the clinical course & activities;* Level of
nursing student;* Type of clinical setting;* Availability of preceptors, expert nurses, &
other people in the practice setting to provide clinical instruction;* Willingness of clinical
agency personnel to participate in teaching students.