By:Dela Guardia, Leigh S.Estellena, Maurice

Clinical teaching is a COMPLEX ENTERPRISE.

Clinical teaching is a time limited process whereby 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)

The severity of patient illnessWidely varying settingsVaried student motivation and

preparation

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)

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 aasignment 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 postconference.

▪ On the second day, the educator takes over the teaching and supervisory role.

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 learning5. Common errors made by students and common

misconceptions6. Roles and responsibilities of the preceptor, educator, and the

student7. Interaction with learners and relationship with educators8. Introduction to course syllabi9. Planning learning experience10. Clinical teaching strategies11. Overview of evaluation procedures and measuring

instruments12. Legal implications of working with learners

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.

 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....

Learners in the clinical area need the feedback and judgement o their work that evaluation gives them. They need to know how 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 one’s 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

The instrument or tool used for clinical evaluation should meet the following specifications:◦ The items should derive from the course or

unit objectives.◦ The items must be measurable in some

way. It must be possible to collect substantial data.

◦ The items and instructions for use should be clear to all that must use the tool.

◦ The tool should be practical in design and in length

◦ The toll must be valid and reliable (Carpenito & Duespohl, 1981)

• 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.