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Clinical teaching methods

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Clinical teaching methods

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Clinical teaching methods

  1. 1. CLINICAL TEACHINGCLINICAL TEACHING METHODSMETHODS
  2. 2. DEFINITION • Clinical teaching is time limited process where by the teacher and student create an established partnership with in a shared environment in such a way that the teacher’s primary, operational frame of reference is maintained as the legitimate means for affecting students behavior towards intended purpose. Carr
  3. 3. PURPOSES  Provide individualized care.  Develop high technical competence skills.  Practice various procedures.  Collect and analyze the data.  Conduct research.
  4. 4.  Maintain high standards of nursing practice.  Become independent enough to practice nursing.  Develop cognitive, affective and psychomotor skills.  Meet the needs of clients.  Improve communication skill and IPR.  Develop various methods in delivering care.
  5. 5.  To learn diagnostic procedures and skills in giving HE.  Help in integration of theory into practice.  Develop proficiency in nursing procedures.  To assist physician.  Learn managerial skills.  To become professionally active member.
  6. 6. GUIDELINES FOR SELECTION OF TEACHING METHODS  Must be appropriate to objectives and desired behavioral changes.  Must be in accordance with principles of learning.  Must be in accordance with the capacity of the student.  Must be in accordance with availability of resources.
  7. 7.  Must be in accordance with the teacher’s ability to use it effectively and creatively.
  8. 8. CLINICAL TEACHING METHODS 1. Client family centered method. 2. Observation. 3. Conferences.  Clinical  Individual  Group  staff 
  9. 9.  Nursing care conference.  Team conference. 4. Bedside clinic 5. Nursing rounds 6. Demonstration 7. Ward teaching 8. Ward class 9. Ward clinic 10. Case study/Case presentation
  10. 10. 11. Discussion method 12. Brain storming 13. Process Recording 14. Laboratory method 15. Health talks 16. Nursing Care study 17. Assignments 18. Exhibition 19. Incidental teaching
  11. 11. 19. Problem solving method 20. Research projects 21. Field trips
  12. 12. CLIENT FAMILY CENTERD APPROACH
  13. 13. OBSERVATION
  14. 14. GROUP CONFERENCES
  15. 15. PURPOSES  To set objectives and criteria's for nursing care.  To plan methods for improving care.  To solve problems in good nursing care.  To evaluate the results of efforts.  To create team building skills in students and to express oneself assertively.
  16. 16. INDIVIDUAL CONFERENCES
  17. 17. TYPES  Unplanned or incidental conference  Planned conference
  18. 18. PURPOSES 1) To guide in teaching. 2) To acquire more knowledge. 3) To discover the interests, needs and problems of individual students. 4) To help the students to help herself or himself. 5) To clarify class knowledge.
  19. 19. STAFF CONFERENCES
  20. 20. NURSING CARE CONFERENCE
  21. 21. PHASES a) Opening phase. b) Working phase. c) Closing phase.
  22. 22. ADVANTAGES  Help the student to collect information in creative way.  Provides real practical learning environment to students.  Fortifies the thinking of students.
  23. 23. TEAM CONFERENCE
  24. 24. BEDSIDE CLINICS
  25. 25. PURPOSES a. To provide learning experience. b. To improve the problem solving ability. c. To help for nursing observation in systematic way. d. To understand different equipments used on patients. e. To prepare nursing care plan.
  26. 26. PHASES 1. Introduction phase. 2. Patient centered discussion. 3. Post clinic evaluation.
  27. 27. ADVANTAGES  It puts the student in an active actual situation.  Covers limited group of students.  Develop qualities of observation and decision taking.  Ensures close contact with reality.  Permits comparison between reality and theory.
  28. 28. DISADVANTAGES • Sometimes put the patient in a difficult situation. • Poor standardization. • Narrow limits of utilization.
  29. 29. NURSING ROUNDS
  30. 30. PURPOSES • Demonstrate symptoms important in nursing care, clarifies terminology studied. • Compare patients reaction to disease and disease condition. • Demonstrate the effects of drugs. • Illustrates skillful nursing care. • Understands methods of meeting nursing needs.
  31. 31. ADVANTAGES  It develops students psychomotor skills and inculcate proper attitude among them.  Promote team spirit and professionalism.  Motivated to learn more about nursing management of patients in the ward.  Discriminate patients risk categories.
  32. 32. DISADVANTAGES  Require careful planning.  Only applicable for small group of students.
  33. 33. WARD TEACHING METHODS
  34. 34. PURPOSES To supplement to intergrate and to ulitises classroom instruction To make the students to apply correct scientific principles based on the nursing activity To enable the student to gain a real understanding of different clinical situations
  35. 35. To inspire the students for self development
  36. 36. WARD CLASS
  37. 37. WARD CLINICS
  38. 38. CASE STUDY OR CASE PRESENTATION
  39. 39. FIELD TRIP
  40. 40. PURPOSE To provide real life situations To serve as a preview of a lessson and for gathering instructional materials To varify previous information,class discussion,and conclusion of individual experience To serve as a mean to develop postive attitudes, values and special skills.
  41. 41. Pre-requisites Knowledge Rapport Objectives Time and transport Preparation of the students Supervision Follow up and evaluation
  42. 42. VALUES • Breaks monotony of classroom • Opportunity for learning attitudes and positive values • Opportunity for learning and acquring skills • Correlate school life with outside world • Arouse interest and motivation
  43. 43. DISADVANTAGES • Time consuming • Careful planning is required • Transportation problem • Safety precautions are required • Observation difficulty for large group
  44. 44. PROCESS RECORDING
  45. 45. DEFINITION • Process recording is an exact written report of the conversation between the nurse and the patient during the time they were together Hudson
  46. 46. uses  As a teaching learning tool  As an evaluation tool.  As a therapeutic tool.
  47. 47. PHASES 1) Preparing the student 2) Recording nurse patient interaction. 3) Evaluating the interaction by nurse, teacher and the student.
  48. 48. GUIDELINES  Goals for working with assigned patients should be written down before starting PR.  Note important factors in patients personality development.  Mention the therapies which the pt is getting
  49. 49.  Date of PR should be mentioned.  Time spent with patient should be recorded.  The setting and situation should be written before conversation.  Identify pts needs.  After completion of PR students should give a feedback.  Evaluate the PR as a learning experience at the end of adjustment.
  50. 50. NURSING CARE STUDY
  51. 51. DEFINITION • It is the blue print of nursing care rendered by a nursing student to a selected pt,for a particular period by following nursing process approach with an intention to develop comprehensive nursing care abilities.

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