clinical teaching methods

1. 1. SEMINAR ON CLINICAL TEACHING METHOD MS. EKTA UPADHYAY M.SC.(N) IST

YEAR
2. 2. On completion of the seminar group will be able to enhance knowledge regarding clinical
teaching methods and they can utilized this knowledge in their clinical as well as teaching
area.General objective
3. 3. Specific objective • Define clinical teaching • Define teaching • Enlist the clinical teaching
models • Explain the principle of clinical teaching. • Enlist the function of clinical instructor. •
Explain the modals of clinical teaching • Explain the methods of clinical teaching in nursing. •
Explain the teaching method.
4. 4. KEY WARDS
5. 5. INTRODUCTION • The clinical learning environment is meant for practice cum
experience. The students interact with patient their family members for purpose of acquiring
knowledge, skill, critical thinking, clinical decision making, psychomotor as well as affective
skills development.
6. 6. • The importance of clinical nursing education is undeniable in personal, professional and
clinical skills development. • Through nursing education, nursing students will be able to
obtain necessary knowledge and skills to assist public health. • Success in this subject
requires the adoption of effective approaches to familiarize the students with new knowledge
and essential needs of the clients
7. 7. Steps of clinical teaching
8. 8. • Criteria for selection of clinical teaching model
9. 9. •Educational philosophy for the nursing programs •Philosophy of faculty about the clinical
teaching •Goals and desirable learning outcome of the clinical courses and activities •Level
of nursing students •Type of clinical setting •Availability of expert nurse and health
professional in the practice setting Willingness of health care personal to participate in
teaching the students.
10. 10. According to Josef Albers “Good teaching is more a giving of right question then a giving
of right answers”
11. 11. • Set the standards, objective for practice. • Develop the evaluation tool • Obtain the
permission of the institute • Set up the clinical area in an ideal manner. • Keep the equipment
ready in working condition • Direct and supervising the students in patient care • Assist in
patient care Functionof the clinicalinstructor:-
12. 12. • Demonstrate nursing procedure on patient and ask the student to return demonstration
procedure to develop skill and confidence. • Help the student to develop ability to adjust
general plan of care to the need of individual patients. • Develop the potential of each
student. • Develop an understanding of research for better patient care. • Maintain strict
discipline Cont……
13. 13. MODELS OF CLINICAL TEACHING • Teaching model- the clinical instruction and
evaluation of group of students are executed by academic faculty members who were
supervising the students during the clinical experience.– • Instructors accompany groups (8-
12 learners) to a clinical agency and assign them to patients. • Relies heavily on keeping
nursing students in a skills laboratory until they are proficient with skills • More information
about clinical practice should be taught in the classroom before learners go.
14. 14. Preceptor model –The faculty members in the nursing program serve as a liaison
between the nursing institute and clinical setting. It promotes the socialization. Bridges the
gap between theory and practical, developing self confidence and improve the decision
making skills. But there is lack of integration of theory, research and practice. Cont …..
15. 15. Cont ….. CTA Model: - Clinical Teaching Associate and educator work hand in hand to
Preceptor ship:- 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.
16. 16. Nursing care plan Nursing includes the promotion of health, prevention of illness, and the
care of ill, disabled and dying people. Advocacy, promotion of a safe environment, research,
participation in shaping health policy and in patient and health systems management, and
education are also key nursing roles. (ICN, 2002)
17. 17. Objectives •Promote evidence-based nursing care . •Support holistic care which involves
the whole person including physical, psychological, social and spiritual in relation to
management and prevention of the disease. •Establish programs such as care pathways and
care bundles. •Identify and distinguish goals and expected outcome. •Review communication
and documentation of the care plan. •Measure nursing care.
18. 18. Purpose • Defines nurse’s role. . • Provides direction for individualized care of the client •
Continuity of care • Documentation • Serves as guide for assigning a specific staff to a
specific client. • Serves as guide for reimbursement. • Defines client’s goals.
19. 19. • Assessment • Diagnosis • Planning • Goals • Implementation • Evaluation Component
20. 20. bed side clinic “A bedside clinic is a process in which a clinical teacher and a group of
learners sees a patient, elicits or verifies physical signs, discusses provisional diagnosis,
diagnostic or therapeutic options in the clinical setting”.
21. 21. PHASES / STEPS INTRODUCTION PHASE THE DISCUSSION PHASE EVALUATION
PHASE
22. 22. ADVANTAGES • Bedside clinic allows the students to prepare extensively in advance to
participate effectively in patient care. • It helps the students to develop autonomy. • It allows
students to select patients with disease conditions of common interest. • It helps the students
to ably review and investigate the quality of clinical practice.
23. 23. CONT…. • Bedside clinic allows the students to develop and maintain professional
competence. • It promotes a better understanding among the students in terms of health,
illness and health care system. • Bedside clinic promotes clinical competencies like
reasoning, psychomotor and communication skills among students.
24. 24. Commonly used clinical teaching methods in nursing • Nursing care plan • Nursing case
study • Bed side clinic • Nursing rounds • Process recording • Group conference • Individual
conference
25. 1. SEMINAR ON CLINICAL TEACHING METHODS IN NURSING
26. 2. INTRODUCTION • MANY NURSING RESEARCHERS REPORTED THAT NURSING
STUDENTS, IN SPITE OF GOOD KNOWLEDGE BASE, WEREN’T SKILLFUL IN CLINICAL
SETTINGS..
27. 3. • IN RESULT, WITH ENTRANCE OF THESE UNSKILLFUL STUDENTS TO THE
NURSING CARE SYSTEM, THE QUALITY OF THIS SYSTEM FALLS DAY TO DAY.
28. 4. • CLINICAL TEACHING OF STUDENTS AND CONTINUING EDUCATION IS VITAL FOR
PROFESSIONAL DEVELOPMENT
29. 5. DEFINITION • 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. •
30. 6. • CLINICAL TEACHING IS A TYPE OF GROUP CONFERENCE IN WHICH A PATIENT
IS OBSERVED AND STUDIED ,DISCUSSED ,DEMONSTRATED AND DIRECTED
TOWARDS THE IMPROVEMENT NURSING CARE
31. 7. STEPS IN CLINICAL TEACHING : • FORMULATING OBJECTIVES. • DETERMINING
THE STUDENT KNOWLEDGE BY CONDUCTING A TEST • PLANNING THE CONTENT
FOR WARD TEACHING DEPENDING ON THE STUDENT’S KNOWLEDGE • .
32. 8. • ORGANIZING THE PROGRAMME • IMPLEMENTING & EVALUATING THE SESSIONS
33. 9. : PHILOSOPHY / PRINCIPLES OF CLINICAL TEACHING • CLINICAL EDUCATION
SHOULD REFLECT THE NATURE OF PROFESSIONAL PRACTICE • CLINICAL
TEACHING IS MORE IMPORTANT THAN CLASS ROOM TEACHING
34. 10. • THE NURSING STUDENT IN THE CLINICAL SETTING IS A LEARNER, NOT A
NURSE • SUFFICIENT LEARNING TIME SHOULD BE PROVIDED BEFORE
PERFORMANCE IS EVALUATED • • •
35. 11. • CLINICAL TEACHING IS SUPPORTED BY A CLIMATE OF MUTUAL TRUST &
RESPECT • CLINICAL TEACHING & LEARNING SHOULD FOCUS ON ESSENTIAL
KNOWLEDGE, SKILL & ATTITUDE •
36. 12. • THE ESPOUSED CURRICULUM MAY NOT BE THE CURRICULUM IN USE •
QUALITY IS MORE IMPORTANT THAN QUANTITY
37. 13. METHODS OF CLINICAL TEACHING • BED SIDE CLINIC • NURSING ROUNDS •
NURSING ASSIGNMENTS • NURSING CARE CONFERENCE • MORNING AND EVENING
REPORT • CLINICAL SIMULATION
38. 14. • FIELD VISIT • PROCESS RECORDING
39. 15. BED SIDE CLINIC • BEDSIDE CLINIC ALWAYS HELP TO STUDY THE PROBLEMS
TYPICALLY ASSOCIATED WITH A PARTICULAR DISEASE OR DISORDER •
ORGANISED INSTRUCTION
40. 16. ALWAYS ENSURE THE PRESENCE OF PATIENT
41. 17. PURPOSE • COLLECT INFORMATION • PROBLEM SOLVING • INDIVIDUAL
DIFFFERENCES • SYSTEMATIC WAY • CARE PLAN ACCORDING TO NEEDS
42. 18. • HEALTH TEACHING • APPARATUS • QUALITY
43. 19. PHASES • INTRODUCTION PHASE • PATIENT CENTERED DISCUSSION • POST
CLINIC EVALUATION
44. 20. ADVANTAGES • ACTUAL LIFE SITUATION • LIMITED GROUP • EVALUATION OF
OBJECTIVES ACHIEVED • OBSERVATION AND DECISION MAKING
45. 21. • COMPARISON • SELF CONFIDENCE • VARIABILITY
46. 22. DISADVANTAGES • COST • PUT THE PATIENT IN DIFFERENT SITUATION • POOR
STANDARDISATION • NARROW LIMITS OF UTILIZATION
47. 23. NURSING ROUNDS • NURSING ROUNDS IS AN EXCURSION IN TO PATIENTS
AREA INVOLVING THE STUDENTS LEARNING EXPERIENCES • ENTHUSIASM •
NURSING CARE • ASSIGNED NURSE WILL ANSWER
48. 24. PURPOSES • SYMPTOMS • TERMINOLOGIES • COMPARE • EFFECTS OF DRUGS •
SKILL FUL CARE • IMPROVISATIONS
49. 25. TYPES OF NURSING ROUNDS • INFORMATION GIVING ROUNDS •
INSTRUCTIONAL ROUNDS • PROBLEM SOLVING ROUNDS
50. 26. PREPARATION BY HEAD NURSE • SELECT PATIENT • READ • ONE HOUR ,ONCE
IN A WEEK • SEPARATE FOR DIFFERENT GROUPS • PATIENT IS THE CENTRAL
FIGURE
51. 27. METHOD OF CONDUCTING • BRIEF CONFERENCE AT THE PATIENT SIDE •
NECESSARY DATA ARE GIVEN • PURPOSE OF VISIT • 4-5 MINUTES,
PATIENTS ,MEMBERS • HN ASKS QUESTIONS
52. 28. • PRESENT THE CASES • VITAL SIGNS,PITTING EDEMA • CASE SHEETS • THANK
THE PATIENT • POST CONFERENCE
53. 29. ADVANTAGES OF NURSING ROUNDS • LEARNING ABILITIES • SHARING IDEAS •
NATURAL • STUDENTS CAN SELECT AND PLAN CARE
54. 30. NURSING ASSIGNMENTS • PART OF LEARNING EXPERINCES WHERE THE
STUDENTS ARE ASSIGNED WITH PATIENTS OR OTHER ACTIVITIES CONCERNING
TO PATIENTS IN CLINICAL LABORATORY • TOP MOST METHOD
55. 31. OBJECTIVES • BEST POSSIBLE CARE • PROFESSIONAL GROWTH STIMULATION •
WELL ROUNDED • GOOD WARD MANAGEMENT
56. 32. METHODS OF ASSIGNMENTS • THE PATIENT METHODS • FUNCTIONAL
METHODS • TEAM METHODS
57. 33. PRINCIPLES • ROTATION • RE ASSIGNMENTS • MAXIMUM SUPERVISION FOR
JUNIORS • INFORMEND TO HN • INDIVIDUAL DIFFERENCE • RECORD OF
LEAVE ,HOURS AND DUTY
58. 34. NURSING CARE CONFERENCE • METHOD OF TEACHING ,PROVIDES AN
OPPORTUNITY FOR AN INFORMAL DISCUSSION OF A PROBLEM AND FREE
 EXCHANGE OF KNOWLEDGE AND EXPERIENCE ABOUT A COMMON INTERESTAND
IT CONSIST OF A GROUP DISCUSSION
59. 35. PREPARATION • PREPARE WELL IN ADVANCE • STUDENT WILL HAVE
COLLECTED DATA • SPONTANEOUS • GIVE OPPORTUNITY
60. 36. PHASES • OPENING PHASE • WORKING PHASE • CLOSING STAGE
61. 37. ADVANTAGES • HELP TO COLLECT IN A CREATIVE • REAL • FOTIFIED THINKING •
JUDGEMENT CAPACITY • ACTIVE PARTICIPATION
62. 38. DISADVANTAGES • MAY USE FOR CLASS ROOM TEACHING • LITTLE ACCUSTOM
63. 39. MORNING AND EVENING REPORTS • A REPORT SUMMARISES THE
ALTERNATIVES AND SERVICES OF THE NURSE AND OR THE AGENCY • REPORTS
MAY BE IN THE FORM OF ANALYSIS OF SOME ASPECTS OF A SERVICE
64. 40. • ORAL AND WRITTEN TYPES
65. 41. FORMS • BETWEEN HN AND ASSISTANT • BETWEEN NURSES • TO CLINICAL
INSTRUCTOR • CHARGE NURSE TO PHYSICIAN • DAY, EVENING AND NIGHT
REPORTS
66. 42. CRITERIA FOR GOOD REPORT • CLEAR, CONCISE AND COMPLETE • CLEARLY
STATED AND WELL STATED • INTERESTING MANNER • WELL WRITTEN
67. 43. CLINICAL SIMULATION • ACTIVITIES THAT MIMIC REALITY OF CLINICAL
ENVIORNMENT AND ARE DESIGNED TO DEMONSTRATE PROCEDURES,DECISION
MAKING AND CRITICAL THINKING THROUGH TECHNIQUES
68. 44. • ROLE PLAY • INTERACTIVE VIDEOS • MANNEQUIN
69. 45. TYPES • LOW FIDELITY • MODERATE FIDELITY • HIGH FIDELITY
70. 46. FIELD VISIT • AN EDUCATIONAL PROCEDURE BY WHICH THE STUDENTS OBTAIN
FIRST HAND INFORMATION BY OBSERVING PLACES ,OBJECTS,PHENOMENA OR
ACTIVITIESAND PROCESS IN THEIR NATURE SETTING TO FURTHER LEARNING
71. 47. PURPOSES • REAL LIFE SITUATION AND SUPPLIMENT CLASS ROOM
EXPERIENCE • VERIFY INFORMATION
72. 48. PROCEDURE • PRE PLANNING • ACTUAL CONDUCT • EVALUATION PHASE
73. 49. ADVANTAGES • AVOIDS MONOTONY • FIRST HAND INFORMATION • AROUSE
INTEREST • ACQUIRE SKILL
74. 50. DIS ADVANTAGES • TIME CONSUMING • IN LARGE GROUP • SCHEDULING TIME •
EXPENSIVE
75. 51. PROCESS RECORDING • “A VERBATUM ACCOUNT OF A VISIT FOR PURPOSE OF
BRINGING OUT INTERPLAY BETWEEN THE NURSE AND THE PATIENT IN RELATION
TO THE OBJECTIVE OF VISIT”.-WALKER
76. 52. PURPOSES • PLAN CARE • GAIN COMPETENCY TO SYNTHESISE DATA •
CONSCIOUSLY APPLY THEORY IN TO PRACTICE • INCREASE OBSERVATION SKILL
77. 53. USES • AS ATEECHING LEARNING TOOL • EVALUATION TOOL • THERAPEUTIC
TOOL
78. 54. PHASES • PREPARE • RECORD • EVALUATE
LINICAL TEACHING METHODS

INTRODUCTION:

 The clinical teaching is a type of group conference inwhich a patient or patients is or are observed and

studied,discussed, demonstrated And directed towards the furtherimprovement of nursing care.In nursing
clinical teaching may be given by the doctor in orderto discuss the medical as

pects of a patient’s condition

more vividly that can be done in the class
room.Alternatively the clinical can be given by any faculty memberthat is clinical instructor or tutor or
ward staff and will concentrate

on a particular patient’s needs as a

person and how the doctor’s

treatment orders can be met by the right understanding andnursing care.

PHILOSOPHY OF CLINICAL TEACHING

:Philoso

phy determines the teacher’s understanding of his or her

roles, approaches to clinical teaching, selection of teaching andlearning activities, use of evaluati
on processes and relationshipswith learners and others in clinical setting. Philosophy of clinicalteaching i
s a set of beliefs about the purposes
of clinicaleducation and the responsibilities of the teachers and learnersin clinical setting. To change the
ir practice of clinical teaching ,initially educators should reflect on their fundamental beliefs

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about the values of clinical education, roles and relationships of teachers and learners and hoe desired outcomes

are best achieved.

OUTCOMES OF CLINICAL TEACHING:

Outcome of clinical teaching include knowledge, skills andattitude that are accomplished through clin
ical teaching andlearning.(A)

 
Knowledge 

:clinical learning activities should focus on thedevelopment of the knowledge that can not

be acquired inthe classroom or in any other learning setting. Knowledgeoutcomes include cognitive skills
in the (a) problem solving(b) critical thinking (c) decision making.(a)

Problem solving : ability is significant outcome as the

problems related to the patient’s or in the health care

environment is unique , complex and ambiguous and oftenrequires innovative methods of reasoning and

problemsolving strategies.(b)

Critical thinking : it is a process used to determine acourse of action following data collection that is

relevantand appropriate, analyze the validity and utility of thedata , evaluating multiple lines of reasoning and
arrivingto valid conclusions.critical thinking is enhanced by attitudinal dimensions of self confidence, maturity
andinquisitiveness.

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(c)

Decision making : it involves gathering, analyzing, weighingand valuing informations in order to choose the

bestcourse of action from a number of alternatives.

(B) 

Skill :- 

It is the most significant outcome of clinical teaching. There is three types of skills
included in this.(a)
 

Psychomotor skills : They are purposeful, complex, movement orientedactivities that involve an 
overt physical responserequiring neuromuscular co-ordination. They compass theability to carry out
proficiently, smoothly and consistenly under carrying conditions and within appropriate timelimits.(b)

Inter personal skills :

 They are used to assess the patient’s needs, to

plan andimplement patient care , to evaluate the outcome of careand to record and disseminate

that information. Theseskills are communication using the teaching process andtherapeutic use of self.(c)

Organizational skills :Nurse require these skill in order to set priorities,manage conflicting

expectation and sequence their workto perform efficiently. Clinical learning activities
provideopportunity for learners to develop leadership,followership and management skills.(C

) attitudes 

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Clinical learning produces important outcomes inattitudes and values that represent the humanistic

and ethicaldimensions of nursing. Professional nurses are expected toinculcate and act on

certain values with regard to patientcare and to use the process of koral reasoning, valueclarification

 and value injury. These values are developed andinternalized through the process
of professional socialization.

CASE
METHOD: The case method of teaching and learning is oftenused with group discussion. Hippocratus 
had used itas a method of teaching medicine . in 1940 Graggwrote an article which introduced a new
case system of instruction and described the teachers and the studentsroles there in. in
nursing case method has beenextensively used as a prime method of teaching thanany other methods. Flo
rance nightingale used amodification of the case study in the teaching of nursingstudents. She adviced
students to own a note book tomake a note of exceptionally interesting cases and
laterquizzed them to evaluate how much of learning hadtaken
place. There are three methods of which are identified as ;

 
Case study 

 
Case analysis method

 
Case incident methodA)
 
CASE STUDY
: