Clinical education and Best Practices -RB-PNC workshop.pptx
1. Clinical Education
Dr Rubina Barolia
Associate Professor &Assistant Dean
Aga Khan University – School of Nursing and Midwifery
2.
3.
4. Learning
Objectives
• Reflect on the current clinical supervision practices and h
• Describe the elements of effective clinical teaching
• Demonstrate the faculty role in clinical teaching
• Discuss some of the main challenges of the clinical supervision
5. Reflection Time
• Total hours in 4 years : 1428
• Hospital based clinical : 1071
• Community based Clinical : 357
• Is your clinical supervision justified ?
• What are the best practices ?
• How is your role modeling effect?
• How could you bring the change ?
7. Increase students’
knowledge and skills
Refine practice
efficiency &
effectiveness
Promote clinical
independence
Prepare students for
positive patients’
family’s or
community’s outcomes
Make caring, competent,
compassionate,
independent, and
collaborative clinical
nurses
Goals of Clinical Teaching
(Burns, et al, 2006; Muthati et al,
2017)
10. Best Practice in Clinical Teaching: Through the eyes of
Facilitators
Needham et al, 2016
11. Best Practice in Clinical Teaching: Through the eyes of
Students
Interpersonal
skills
Personality
Traits
Competency
A review of 37 articles by Collier
(2017)
12. -Relevant knowledge
and experience
-Attitude towards
profession
-Critical Thinking
-Trusting relationship
-Communication
-Clear expectations
-Students’ advocate
-Constructive feedback
--Mutual respect
-
-Available
-Approachable
-Supportive and encouraging
-Organized
-Professional
-Socialized to the unit
-Ability to do multi task
-Calm/patience
-Self-confident
-Enjoys nursing and teaching
Collier, 2017;Muthathi, et al, 2017; Niederriter, et al, 2017; Reising et al, 2018)
Competency
Interpersonal
Skills
Personality
Traits
R
O
L
E
M
O
D
E
L
14. • I feel confident when I take students for clinical
• I reach at least 5 mins before students come to the clinical
• I can do multi-tasking while I am on clinical site
• I have a strong rapport with the health care team members working at the clinical placement
• I have the relevant and updated clinical knowledge and experience in the area of teaching
• I am available and approachable for my students
• I trust my students
• I respect my students on the clinical area
• I practice what I preach on the clinical
• I discuss my clinical teaching plan regularly with my other team members.
• I encourage reflective practice with my students on clinical
• I share my expectations clearly with my students
• I provide ongoing (constructive) feedback to my students on clinical
• I enjoy being a clinical teacher
18. Group Work Instruction
• Discuss the selected strategy in the group
• Develop consensus on implications of the strategy
• Develop the concept map and
• Share with the large group (focus explaining the utilization of strategy)
• 15 – minutes to develop the concept map
• 05 – minutes presentation
• Only one peer from the group could ask clarity question
19. Conclusion
Clinical teaching is at the heart of nursing education
Educator competence is imperative for effective clinical
teaching.
Professionalism, professional development and honest
reflection are cornerstone
20. References:
• Burns, et al. (2006). Mastering the preceptor role: Challenges of Clinical Teaching. Journal of Pediatric
health care, 20(3), 172-183.
• Collier, A. D. (2017). Characteristics of an effective nursing clinical instructor: The state of the science.
Journal of Clinical Nursing, 27, 363-374.
• Muthati, I. S., Thurling, C. H., & Armstrong, S. J.(2017). Through the eyes of the student: Best practices
in clinical facilitation. Curationis, 28(40), e1-e8. doi: 10.4102/curationis.v40i1.1787
• Needham, J., McMurray, A., & Shaban, R. Z.(2016). Best practice in clinical facilitation of
undergraduate nursing students. Nurse education in Practice, 20, 131-138.
• Niederriter, J. E., Eyth, D., & Thoman, J. (2017). Nursing students’ perceptions on characterstics of an
effective clinical instructor. SAGE Open Nursing, 3, 1-8. DOI: 10.1177/2377960816685571
• Rance, S., & Sweet, L.(2016). Developing clinical teaching capacities of midwifery students. Women
and Birth, 29, 260-268.
• Reising, D. L., James, B., & Morse, B. (2018). Student perceptions of clinical instructor characterstics
affecting clinical experiences. Nursing education perspectives, 39(1), 4-9 . doi:
10.1097/01.NEP.0000000000000241
21. Acknowledgement
Dr Saima Hirani
Assistant Professor, University of British Columbia, Canada
Gideon Victor
Assistant Professor, Shifa Tameer-e-Millat University – Shifa College of Nursing
Notes de l'éditeur
Novices usually need close monitoring
Advanced beginners need to gain experience
Competent practitioners need exposure to a wide variety of typical, real-world, ‘whole’ situations.
Need even more practice
The expert performer no longer relies on an analytic principle (rule, guideline, maxim)
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