Clinical Teaching 2

CHAPTER VIII: CLINICAL TEACHING b) Staff should be role models to the students.
The teaching of nursing students in the hospital or c) Accessibility or safety of the sites
clinical setting is designed to provide them with the d) Drawing up a contact between the school and the
opportunities to have actual contact and interaction with agency.
the patients or clients and to apply what they have learned
in the classroom, community and nursing skills laboratory
with its stimulated environment to real life settings. Final preparation for the clinical instruction which involves
the following:
1. Student Orientation
I. PURPOSE OF THE CLINICAL LABORATORY
2. Student Assessment
3. Daily Activities
1. The clinical setting offers the students the opportunity
to apply what they have learned in the classroom. a. Making the student assignments
 Individual assignments - one student is assigned to
2. Skills learned in the nursing arts laboratory are one or more patient.
perfected in the clinical area.  Dual assignments - a student is assigned to one or
more clients along with another student or staff
3. The skills of observation, problem solving and decision member.
- making are refined and honed in clinical settings.  Alternative assignment - in the hospital setting, the
student is assigned as a “helper” who works with
4. The student is aided by the clinical instructor on how to several other students in their individual
organize all the data that they are able to compile, as well assignments with patient.
 Preceptorship - usually involves graduating
as the intellectual and psychomotor skills they must
students and new graduates who are having
perform. clinical or functional specialty.
b. Posting these assignments in a predetermined
5. Cultural competence, which is the ability to interact location for staff and students.
meaningfully, properly, comfortably and effectively with c. Helping students to learn
culturally diverse patients.
IV. CONDUCTING A CLINICAL LABORATORY
6. Student nurses learn the skills of socialization, which SESSION
behaviors and values are acceptable and accountability
TEACHER ACTIVITIES INCLUDE:
for one’s actions is demanded and expected. 1. Preconferences – preparation for clinical experience
2. Practice Session - working with students and their

actual patient care
MISUSE OF THE CLINICAL LABORATORY
3. Follow up activities include:
1. What is supposed to be a learning experience becomes
an employment experience a)Postcare conferences - application of theories to
practice group problem solving and evaluating
2. The student nurses who has just started the related nursing care.
learning experience (RLE) in the clinical area is given too
much responsibility for patient care. b)Logs and diaries - students use reflection process
to think about their experiences and to
3. When the learners are supervised and evaluated more communicate with their instructors.
than they are taught where the learner may be expected
to perform rather than to practice. c)Nursing care plans and process recordings.
d)Nursing or walking around - group of learners

and their instructor visiting patient to whom the
II. MODELS OF CLINICAL TEACHING learners are assigned. The assigned student
informs the group about the patient’s diagnosis.
Clinical Teaching Models:
e)Shift report - student nurse listens or asked about
1. Clinical instructors accompany 8 to 12 students in a what happened during the shift.
clinical area and assign them to patient.
4. Evaluation of student learning and performance in
2. Relies on keeping students in the nursing skills the clinical setting.
laboratory until they proficient with skills required by a
certain nursing procedure. Some methods used in evaluating students
are:
3. Give learner more information about clinical practice o Writing anecdotal notes
related to the application of nursing before they are sent o Giving comments
to clinical area.
CLINICAL EVALUATION PROCESS
III. PREPARATION FOR CLINICAL INSTRUCTIONS 1. Formative evaluation - ongoing feedback given to
the learner during the learning experience.
a) Choosing clinical and community sites which allows
Examples: Post conference, anecdotal notes or
maximum learning experience and accessibility to
clinical progress notes.
patient’s charts or records for preclinical planning
2. Summative evaluation - given at the end of the
learning experience. Graded evaluation which will
determine whether the learner can move up to the
next level of experience.
Behaviors to be evaluated and graded are:
1. Appropriate use of nursing process
2. Skillful demonstration of interventions and

procedures;
3. Ability to use materials, equipment and machine

efficiently and effectively.
4. Maintaining patient safety in the execution of

procedures
5. Therapeutic communication with the patient and/or

family.
6. Professional behavior
EVALUATION TOOLS
Examples: exams, thesis, quizzes, practicals, seatwork
DISCHARGE PLANNING
Discharge planning prepares the client to move from one
level of care to another within or outside the current
healthcare facility. It is planning the continuity of care to
ensure that the patient and the family’s needs are
consistently met as the patient is transferred from the
acute care setting to home care.
Essential Components of Discharge Planning

1. Assessing the strengths and limitations of the patient.
2. Implementing and coordinating the plan of care
3. Considering resources
4. Evaluation
GUIDELINES FOR DISCHARGE PLANNING

1. Assessing and identifying health care needs
2. Assessing the patient’s ability to perform activities of
daily living
3. Setting mutual goals with the patient which are realistic
and attainable
4. Giving health teachings

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CHAPTER VIII: CLINICAL TEACHING b) Staff should be role models to the students.

2. Practice Session - working with students and their

d)Nursing or walking around - group of learners

CLINICAL EVALUATION PROCESS

Behaviors to be evaluated and graded are:

1. Appropriate use of nursing process

2. Skillful demonstration of interventions and

3. Ability to use materials, equipment and machine

4. Maintaining patient safety in the execution of

5. Therapeutic communication with the patient and/or

Examples: exams, thesis, quizzes, practicals, seatwork

Essential Components of Discharge Planning

GUIDELINES FOR DISCHARGE PLANNING

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