CLINICAL

TEACHING
Health Education · BSN-1B
 is a professional discipline that is

1. Knowledge based
2. Skill based
3. Practice based
 Clinical teaching moves the student beyond the classroom theories to the
reality of practicing their profession.

 The role of the teacher in guiding students through the rigours of

responding to professional practice includes bridging the gap between the
theoretical application of their learning to safely demonstrating their skills
in the workplace.
1. Where theory and practice come together
2. To perfect or master skills
3. To have an opportunity for observation
4. To refine problem-solving, decision-making, and critical thinking skills
5. To gain organization and time management skills
6. To develop cultural competence
7. To become socialized in the clinical laboratory
• The instructions and validation of students is done by the academic faculty members who
is in the clinical setting.
• 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 to the clinical area
• An experienced and expert nurse in the clinic, word with the student on a one-to-
one basis in addition to the ongoing patient care responsibilities.
• 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.
• “Partnership Model” or “CTA Model” (Clinical Teaching Associate)

• Here a staff nurse instructs a small group of students in the clinical setting
collaboratively with the lead teacher.

• The staff and the lead teacher work “hand-in-hand”

• Orientation occurs
• Instructors brief their students
• Students ask questions about their assignments
• Discusses and plans on patient’s care
• Follows the preconference
• Combinations of strategies such as return demonstration with
explanation, asking and answering questions, and coaching techniques are
used.
Ideal opportunity for:
• Pointing out applications of theory to practice,
• Analyzing the different ways that patients with similar illness differ in their
response to nursing care and treatment
• Group solving
• Evaluating nursing care
• Learners are asked to report what they had done to their patients
• Supported by Social Cognitive Theory
• Observing nurses as they perform skills they usually cannot perform

• Involves a group of learners & their instructor visiting patients to whom they’ll be
assigned
• Purpose is to expose learners to additional nursing situations and encourage them to
consult each
• Being able to attend endorsements
• A way for students to learn the uniqueness of nursing communication and is a means of
professional socialization

• Students must learn how to use varied technological tools required for patient care
• PDAs, Nightingale Tracker System
• A written agreement between instructor and a learner, spelling out the learner’s
outcome objectives

• Clinical journals promote active learning and reflective practice and are built on
the theory of Constructivism.
1. Appropriate to objectives and desired behavioral changes

2. Based on Principles of Learning

3. According to the capacity of the student

4. Availability of resources
1. Group interaction skills

2. Clinical supervision skills

3. Clinical competence and professionalism

4. Knowledge and analytical ability

5. Organization and clarity of presentation

6. Enthusiasm and stimulation of interest

1. Problem centered approach in the context of professional practice

2. An experience-based teaching model

3. Combination of individual and team learning

1. Limited control over time

2. Unpredictable case load 7. Teacher cannot focus the problem to

3. Emergencies teach

4. Client demand 8. Teacher should be a guide / facilitator

than information provider
5. Dependent on others

6. No time for elaborate teaching

1. Patient’s privacy and rights
2. Competent teaching
3. Academic dishonesty
4. Students with disabilities
5. Patient safety
6. Breach of duty
7. Medical Injury
8. Medical Negligence
9. Liability
10. Unsafe clinical practice
11. Documentation and record
keeping
1. Revert to comfort zone

2. Information does not fit learners need

3. Inappropriate techniques

4. Blaming the system

5. Doing attender’s job

 PROCESS

ABILITY

COMMITMENT PURPOSE
CLINICAL
TEACHING
Health Education · BSN-1B
• CLINICAL NURSING FROM: GANGA INSTITUTE OF HEALTH SCIENCES
• https://www.slideshare.net/gangahealth/effective-clinical-teaching-methods-
gihs
• CLINICAL TEACHING FROM
• https://www.slideshare.net/gangahealth/effective-clinical-teaching-
methods-gihs