CLINICAL TEACHING

PURPOSE OF CLINICAL LAB MODELS OF CT PREPARATION FOR CLINICAL TEACHING CONDUCTING CLINICAL LAB SESSION

CLINICAL TEACHING
Clinical teaching is a COMPLEX ENTERPRISE. Clinical teaching is a time limited process where by teacher and student create an established partnership within a shared environment. It is grounded in research but rather is grounded in tradition, common sense, and feasibility. (Barnard & Dunn, 1994;Oermann,1996)

COMPLEXITIES OF CLINICAL TEACHING (Clinical Setting)

The severity of patient illness

Widely varying settings

Varied student motivation and preparation

PURPOSE OF CLINICAL LAB

It is in the laboratory that many skills are perfected.
1. Skill of observation (Infante 1985) 2. Problem-solving and decision-making skills(Fothergill-Bourbonnais & higushi, 1995) 3. Organization and Time-management skills (Gabberson & Oermann, 1999) 4. Cultural competence (Gabberson & Oermann, 1999)

MODELS OF CLINICAL TEACHING

Infante (1995)
Developed a model that relies heavily on keeping students in a skills laboratory until they are proficient with skills.

Packer (1994)
She contends that more information about clinical practice should be taught in the classroom before learners go to the clinical area.

 Hunsberger and colleagues (2000)

Clinical Teaching Associates (CTA) model is designed for a two-day clinical experience.
First day leads on with orientation to the unit and to the clinical assignment for a small group of students and the educator. The CTA focuses heavily on PSYCHOMOTOR SKILLS on that day. Both the CTA and the educators attend and share leadership in the post conference. On the second day, the educator takes over the teaching and supervisory role.

COMPONENTS OF A COMPREHENSIVE ORIENTATION FOR PRECEPTORS

1. Purpose and expected outcomes of the clinical education of learners 2. Overview of the school curriculum as it relates to the clinical experience 3. Skills that can be expected of learners entering the preceptorship 4. Principles of adult learning 5. Common errors made by students and common misconceptions

6. Roles and responsibilities of the preceptor, educator, and the student 7. Interaction with learners and relationship with educators 8. Introduction to course syllabi 9. Planning learning experience 10.Clinical teaching strategies 11.Overview of evaluation procedures and measuring instruments 12.Legal implications of working with learners

PREPARATION FOR CLINICAL INSTRUCTION

To ensure positive learning experience for learners, whether they are undergraduate students, graduate students etc., and educators must do a lot of planning before clinical instruction begins.
Clinical agency site must be chosen Once arrangements have been made for clinical units, the educator should set up a meeting with the agency staff that will involved with the education process After these arrangements have been made, the educator can proceed with the final preparation for clinical instruction

CONDUCTING CLINICAL LAB SESSION

After all the careful preparation by educators and learned, the clinical laboratory session begins. For many instructors, the day starts with a group preconference.
Preconference
Learners usually share some of the results of their research from the previous day. This is a good time to answer students questions about their assignments and try to alleviate their anxieties.

Practice Session
Following the preconference, the learners begin their practice for the day. Learners may work closely with staff that answer many routine questions and provide some assistance and supervision....

EVALUATING LEARNER PROGRESS

Learners in the clinical area need the feedback and judgement o their work that evaluation gives them. They need to knowhow they are doing at one level before progressing to the next. Educators must evaluate learners to determine how well they are meeting objectives and to certify that they are safe practitioners.

1. Choices to Be Made Regarding Evaluation Formative Evaluation

Is the ongoing feedback given to the learner throughout the learning experience.

Summative Evaluation
Is a summary evaluation given at the end of the learning experience.

Norm-referenced Evaluation
A learner is compared with a reference group of learners either those in the same cohort or in a norm group.

Criterion-referenced Evaluation
Compares the learner to well-defined performance criteria rather than comparing him/her to other learners.

2. Behaviours to Be Evaluated
Use of health promoting strategies Psychomotor skills Maintaining patient safety Ability to work with professional team Professional behaviours like following policies, being on time, maintaining confidentiality, and being accountable for ones own action

3. Sources of Evaluation Data

Self-evaluation Formal evaluation Written work submitted by the learner

4. Conferences Between Educator and Learner

The content of the conference is usually based on the information in the anecdotal records and the rating scales or summaries that are used

CLINICAL EVALUATION TOOLS

Bondy (1983, 1984) Rating Scale
Bondy developed a five-point rating scale which reflects criterion-referenced levels of competency.

Hawranik (2000) Community Family Nursing Clinical Evaluation Tool

It contains items on the nursing process and professional growth and leadership and could be used in evaluating student in most home health settings.

 Clinical Evaluation Tool by Krichbaum and colleagues

Could be used in almost any clinical experience. It covers items on health promotion, nursing process, safety, scientific knowledge, multicultural care, therapeutic relationships, professional behaviour.