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-Clinical-Teaching-Methods
-Clinical-Teaching-Methods
-Clinical-Teaching-Methods
INTRODUCTION:
(A)Knowledge :
clinical learning activities should focus on the
development of the knowledge that can not be acquired in
the classroom or in any other learning setting. Knowledge
outcomes 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 often
requires innovative methods of reasoning and problem
solving strategies.
(b) Critical thinking : it is a process used to determine a
course of action following data collection that is relevant
and appropriate, analyze the validity and utility of the
data , evaluating multiple lines of reasoning and arriving
to valid conclusions.critical thinking is enhanced by
attitudinal dimensions of self confidence, maturity and
inquisitiveness.
(C ) attitudes :
PERCEPTOR MODEL :
An expert nurse works with the intern on one to one
basis, in the clinical setting. In addition to one to one
teaching , the preceptor guides and supports the learner
and serve as a role model. A faculty member from the
nursing program serves as a liaison between the nursing
institution and clinical m setting.
I) CASE METHOD:
The case method of teaching and learning is often
used with group discussion. Hippocratus had used it
as a method of teaching medicine . in 1940 Gragg
wrote an article which introduced a new case system of
instruction and described the teachers and the students
roles there in. in nursing case method has been
extensively used as a prime method of teaching than
any other methods. Florance nightingale used a
modification of the case study in the teaching of nursing
students. She adviced students to own a note book to
make a note of exceptionally interesting cases and later
quizzed them to evaluate how much of learning had
taken place.
There are three methods of which are identified as ;
Case study
Case analysis method
Case incident method
A) CASE STUDY:
Establishment of atmosphere:
practical skills.
2. Students learn to see the patient as a person. Students are
picture.
7. Helps the student to integrate all his / her knowledge of the
various subjects.
8. Contributes to the building up of a specific body of
(a)Written and
(b)Oral.
1. As a teaching tool
2. As a self-evaluating tool
3. As a therapeutic tool.
There are three important phases in process recording that are give
below :
Purpose:
Levels of Discussion:
1. Introduction.
Bedside clinic always entails the presence of the patient. Either the
group visits bedside or the patient is brought to the conference
room.
PURPOSE
• introduction phase
I) Introduction phase:
This phase serves to acquaint the student with the patient
back grouping, presenting nursing care situation, the
purpose of the clinic, significant observation to be made, type
of question to be asked, etc.
II) patient centered discussion:
During this phase a few simple questions are asked to
obtain the needed information from patient. No question
which hurts the feelings of the patient should be asked.
Ample opportunities should be allowed for patient to
'verbalize his needs and how he perceives his particular
problem. Soon after second phase of clinic patient should be
sent to the ward by thanking him for his cooperation.
III) Post-clinic evaluation:
It offers an excellent opportunities for students to
evaluate the patient behaviour, ability to sole his own
problems and various other aspects. The student can be
evaluated in terms of their ability to meet the stated purposes
of clinic through their observations and ability to meet the
8. Increases variability.
V) INDIVIDUAL CONFERENCE
Purposes:
3. provide privacy
6. good listening
7. positive effect
8. recording of data
CLINICAL TEACHING METHOD, REKHA.C.R,1ST YR M.SC(N)[Type text] Page 37
VI) GROUP CONFERNCE
The best subject matter for the conference is patient care. The
following subjects lend themselves well to the group conferences :
Group conference may be held at any period of the day when the
staff is free to attend , that is, during a period of relatively light
ward activity. But when it is planned on same hour weekly, the
staff’s can make themselves free during that hour.
There are four requisites for the place where conference are held.
The patients must not be able to hear any part of the discussion.
Seating arrangements are essential.
Patient’s signals must register in the conference room unless
some members of the staff remains away from the meeting to
care for patients.
The place for conference should be one where interruptions will
be minimal.
VII) NURSING CARE CONFERENCES:
Technique:
2. The teacher must be flexible and she will help the students
during discussion.
Phases
Opening phase:
Working phase:
Closing phase:
Advantages
Disadvantages
DEFINITION OF ASSIGNMENT :
CLINICAL TEACHING METHOD, REKHA.C.R,1ST YR M.SC(N)[Type text] Page 45
The assignment applies to that part of instructional
activity devoted to the clear recognition and acceptance by the
pupil of the next unit of learning to take place and of the
processes by which this learning may be achieved most
effectively.
OBJECTIVES
METHODS OF ASSIGNMENT
1. Patient method.
2. Functional method.
3. Team method.
When one nurse is responsible for the total care of the patient she
comes to him as a person. She also extends her knowledge about
the patient’s symptoms and treatment. Patient develops a sense of
belongingness and develops trust on the nurse and will express
about his problems and progress to the nurse without reluctant.
2.Functional Method :
3.Team Method :
DEFINITION:
TYPE OF REPORTS
1. Oral report
2. Written report
Oral report:
Written reports:
DEFINITION :
CLINICAL TEACHING METHOD, REKHA.C.R,1ST YR M.SC(N)[Type text] Page 55
Role playing is a relatively new educational technique in which
people spontaneously act out problems of human relations and
analyze the enactment with the help of other role players and
observers.
1. To convey information.
PRINCIPLES OF ROLE-PLAY
SETTING UP OF ROLE-PLAYING
5. Each class member selects one role and identifies herself with it,
listens and tries to anticipate what the persons in the situation
might say or do.
8. The length of the role play will depend upon how long it takes to
make the nursing situation clear and the students become aware of
feelings and thoughts of these in the actual situation.
2. Assist the student in meeting her own needs by either giving her
or encouraging group members to give her on the spot suggestions.
4. The teacher can correct the errors and use the role-play for
specific teaching on the subject.
VALUES OF ROLE-PLAYING
LIMITATIONS OF ROLE-PLAY:
XII) FIELD-TRIP:
DEFINITION:
PURPOSES
A. Preplanning.
C. Evaluation.
A) Preplanning :
• By teacher
• By students
By the teacher :
1. Formulate objectives.
Points to Remember
SUMMARY: