THE TEACHING ENVIRONMENT

Prepared by:
Eden J. Loredo
 CHARACTERISTICS OF A CLINICAL
INSTRUCTOR

 Clinical instructors should present

clear, well-organized information;
should be enthusiastic, dynamic,
energetic, competent, and
knowledgeable; have group
instructional skill; and model
professionalism.
Linda S. Levy, Patrick Sexton, K. Sean Willeford, Mary G. Barnum, M. Susan Guyer, Greg
Gardner, and A. Louise Fincher (2009) Clinical Instructor Characteristics, Behaviors
and Skills in Allied Health Care Settings: A Literature Review. Athletic Training Education
Journal: January-March 2009, Vol. 4, No. 1, pp. 8-13.
 CHARACTERISTICS OF A CLINICAL
INSTRUCTOR

 Clinical instructors must match

their clinical teaching skills to the
student’s level of understanding
and experience.

Linda S. Levy, Patrick Sexton, K. Sean Willeford, Mary G. Barnum, M. Susan Guyer, Greg Gardner,
and A. Louise Fincher (2009) Clinical Instructor Characteristics, Behaviors and Skills in
Allied Health Care Settings: A Literature Review. Athletic Training Education Journal:
January-March 2009, Vol. 4, No. 1, pp. 8-13.
 CHARACTERISTICS OF A CLINICAL
INSTRUCTOR

 A clinical instructor should have

good communication skills - the
need for feedback that would assist
students in refining their clinical
skills and behaviors while
simultaneously developing their
self-esteem.

Linda S. Levy, Patrick Sexton, K. Sean Willeford, Mary G. Barnum, M. Susan Guyer, Greg Gardner,
and A. Louise Fincher (2009) Clinical Instructor Characteristics, Behaviors and Skills
in Allied Health Care Settings: A Literature Review. Athletic Training Education Journal:
January-March 2009, Vol. 4, No. 1, pp. 8-13.
 CHARACTERISTICS OF A CLINICAL
INSTRUCTOR
 Communication - be non-threatening
and tactful, provide clear and honest
dialogue
Effective communication for clinical
instructors as a set of skills that creates
a positive learning environment for
students (Swann, 2002).

Linda S. Levy, Patrick Sexton, K. Sean Willeford, Mary G. Barnum, M. Susan Guyer, Greg Gardner,
and A. Louise Fincher (2009) Clinical Instructor Characteristics, Behaviors and Skills
in Allied Health Care Settings: A Literature Review. Athletic Training Education Journal:
January-March 2009, Vol. 4, No. 1, pp. 8-13.
 CHARACTERISTICS OF A CLINICAL
INSTRUCTOR
 Legal and ethical behavior - adhere to
code of ethics
 Clinical competence - demonstrate
sound clinical decision making and
problem solving
 Supervision - comply with supervision
standards

Linda S. Levy, Patrick Sexton, K. Sean Willeford, Mary G. Barnum, M. Susan Guyer, Greg Gardner,
and A. Louise Fincher (2009) Clinical Instructor Characteristics, Behaviors and Skills in Allied
Health Care Settings: A Literature Review. Athletic Training Education Journal: January-March
2009, Vol. 4, No. 1, pp. 8-13.
 CHARACTERISTICS OF A CLINICAL
INSTRUCTOR

 Instruction - follow the principles of adult

learning theory; students’ personal
experiences should bridge the gap between
didactic and practical application
 Administration - effective CIs should be able
to simultaneously care for the injured active
person while supervising the student through
effective time management skills and the
delegation of appropriate tasks to the
student.

Linda S. Levy, Patrick Sexton, K. Sean Willeford, Mary G. Barnum, M. Susan Guyer, Greg Gardner, and A.
Louise Fincher (2009) Clinical Instructor Characteristics, Behaviors and Skills in Allied Health
Care Settings: A Literature Review. Athletic Training Education Journal: January-March 2009,
Vol. 4, No. 1, pp. 8-13.
 CHARACTERISTICS OF A CLINICAL
INSTRUCTOR
 Professional development - emphasize the
skills necessary for clinical education
(teaching, mentoring, role-modeling);
encourage students to participate in the
professional organization.
 Interpersonal skills - strong interpersonal
skills are necessary; use enthusiastic,
friendly, honest, receptive, concerned,
interested, and encouraging words.

Linda S. Levy, Patrick Sexton, K. Sean Willeford, Mary G. Barnum, M. Susan Guyer, Greg Gardner,
and A. Louise Fincher (2009) Clinical Instructor Characteristics, Behaviors and Skills
in Allied Health Care Settings: A Literature Review. Athletic Training Education Journal:
January-March 2009, Vol. 4, No. 1, pp. 8-13.
 CHARACTERISTICS OF A CLINICAL
INSTRUCTOR

 Effective leadership - leadership

style can create a positive
clinical environment for the
nursing student.

Linda S. Levy, Patrick Sexton, K. Sean Willeford, Mary G. Barnum, M. Susan Guyer, Greg Gardner,
and A. Louise Fincher (2009) Clinical Instructor Characteristics, Behaviors and Skills
in Allied Health Care Settings: A Literature Review. Athletic Training Education Journal:
January-March 2009, Vol. 4, No. 1, pp. 8-13.
 PERSONALITY TRAITS IN
EFFECTIVE CLINICAL TEACHERS

1. Self-confidence
2. Assertiveness
3. Personal and intellectual drive
4. Tolerance
5. Liking for personal interaction

Kegel-Flom, P. Personality traits in effective clinical teachers. Res High Educ 19, 73–82 (1983).
https://doi.org/10.1007/BF00977339
 TEACHER – STUDENT
RELATIONSHIP
 The relationship between teachers and students
is the key to students’ academic, social, and
emotional development, and may altogether
affect the educational environment (Sabol &
Pianta, 2012).
 Good teacher-student relationship,
characterized by high levels of closeness, plays
an active role in the development of both
teachers and students, which contributes to
students’ social-emotional, behavioral, and
academic adjustment (Hamre & Pianta, 2002;
Roorda & Koomen, 2011).

Xu, L., & Yang, Q. (2019). Modeling and Analysis on Teacher-Student Relationship. Discrete Dynamics
in Nature & Society, 1–8. https://doi.org/10.1155/2019/5481926
 TEACHER – STUDENT
RELATIONSHIP
• The teacher-student relationships can be
regarded as predictors of students’ academic
outcomes (Košir & Tement, 2014).
• It indicates the central role of relationship
between students and teachers, especially with
the teachers’ role shiing from “a sage on the
stage” to “a guide on the side” (Forkosh-Baruch
& Hershkovitz, 2019).

Xu, L., & Yang, Q. (2019). Modeling and Analysis on Teacher-Student Relationship. Discrete Dynamics
in Nature & Society, 1–8. https://doi.org/10.1155/2019/5481926
 TEACHER – STUDENT
RELATIONSHIP
• „ he interaction between teachers and students is a
T
complex system, at different stage from
fundamental education through to college, the ways
how to build a good relationship between teachers
and students will be different (Chan & Tong, 2017).
• Cooperation or reciprocal relation is one of the
most common forms of teacher-student interaction,
which emphasizes the cooperation between teachers
and students (Bowlby, 1969; Liu, Savitz-Romer,
Perella, Hill, & Liang, 2018).

Xu, L., & Yang, Q. (2019). Modeling and Analysis on Teacher-Student Relationship. Discrete Dynamics
in Nature & Society, 1–8. https://doi.org/10.1155/2019/5481926
 TEACHER – STUDENT
RELATIONSHIP
• „ he interaction between teachers and students is a
T
complex system, at different stage from
fundamental education through to college, the ways
how to build a good relationship between teachers
and students will be different (Chan & Tong, 2017).
• Cooperation or reciprocal relation is one of the
most common forms of teacher-student interaction,
which emphasizes the cooperation between
teachers and students (Bowlby, 1969; Liu, Savitz-
Romer, Perella, Hill, & Liang, 2018).

Xu, L., & Yang, Q. (2019). Modeling and Analysis on Teacher-Student Relationship. Discrete Dynamics
in Nature & Society, 1–8. https://doi.org/10.1155/2019/5481926
 SELECTION OF LEARNING
EXPERIENCE

• It is defined as deliberately planned

experienced in selected situations,
where students actively participate,
interact, and which result in the
changes of behavior in the students.

Venkatesan, L., Poonam, J. (2015). Textbook of Nursing Education. New Delhi. Reed Elsevier India
Pvt. Ltd.
 SELECTION OF LEARNING
EXPERIENCE

Three Major Criteria to Effectively Organize the

Learning Experiences

1. Continuity

2. Sequence

3. Integration

Venkatesan, L., Poonam, J. (2015). Textbook of Nursing Education. New Delhi. Reed Elsevier India Pvt.
Ltd.
 SELECTION OF LEARNING
EXPERIENCE
Elements of Organizing the Learning
Experiences

1. Grouping learning experiences under subjects

headings – to provide optimum experience to
students.

2. Preparation of master plan for curriculum – it will

give a clear picture as to how, in which year, and
what stage is the subject matter going to be taught
and the relevant clinical experiences.

Venkatesan, L., Poonam, J. (2015). Textbook of Nursing Education. New Delhi. Reed Elsevier India Pvt. Ltd.
 SELECTION OF LEARNING
EXPERIENCE
Elements of Organizing the Learning
Experiences

3. Placement of learning experiences in the total

curriculum – it should be organize that they
continuously reinforce each other and broaden and
deepen the understanding skills of the learner.

Venkatesan, L., Poonam, J. (2015). Textbook of Nursing Education. New Delhi. Reed Elsevier India Pvt.
Ltd.
 SELECTION OF LEARNING
EXPERIENCE
Elements of Organizing the Learning
Experiences

4. Preparation of the Correlation Chart – it will help

to identify the extent of correlation achieved in the
total curriculum in relation to the different courses of
the study and the various subjects and clinical
experiences offered in the program.

Venkatesan, L., Poonam, J. (2015). Textbook of Nursing Education. New Delhi. Reed Elsevier India Pvt.
Ltd.
 SELECTION OF LEARNING
EXPERIENCE
Elements of Organizing the Learning
Experiences

5. Organization of Clinical Experience – student

achieve speed and accuracy in carrying out nursing
procedures only through well-planned and organized
clinical experience.

6. Types of Teaching System to be Followed –

teaching various subjects can be organized in
different ways.

Venkatesan, L., Poonam, J. (2015). Textbook of Nursing Education. New Delhi. Reed Elsevier India Pvt.
Ltd.
 PLANNING FOR SPECIFIC
CLINICAL EXPERIENCE

Clinical rotation plan is a statement which

explains the order of the clinical postings of
various groups of nursing students belonging
to different classes in relevant clinical areas
and community health settings as per the
requirements laid down by the statutory
bodies.

Clinical Rotation Plan. (2016). Nursing Path Chosen for Excellence. Retrieved from
https://www.nursingpath.in/2016/05/clinical-rotation-plan.html
 PLANNING FOR SPECIFIC
CLINICAL EXPERIENCE
Factors to be Considered in Planning Rotation

 The objectives of the course have to be clearly

stated.
 Number of students in each class.
 Number and size of the departments, agencies,
areas, technical units or wards where students will
be, should give opportunity for giving clinical
experience.
 Presence of students of others program on the
same field.
Clinical Rotation Plan. (2016). Nursing Path Chosen for Excellence. Retrieved from
https://www.nursingpath.in/2016/05/clinical-rotation-plan.html
 PLANNING FOR SPECIFIC
CLINICAL EXPERIENCE
Factors to be Considered in Planning Rotation

 The agency and authority’s concern should be

considered.
 The duration of clinical experience in each area.
 Number of person available for clinical supervision.
 Number of staff nurse employed to provide
nursing services in the hospital/field.
 Institution that is solely dependent on student
services during day and night.

Clinical Rotation Plan. (2016). Nursing Path Chosen for Excellence. Retrieved from
https://www.nursingpath.in/2016/05/clinical-rotation-plan.html
 PLANNING FOR SPECIFIC
CLINICAL EXPERIENCE
Factors to be Considered in Planning Rotation

 Sequence of experience required.

 Select wards depending on learning experiences to
be provided.
 Adhere to rotation plan.

Clinical Rotation Plan. (2016). Nursing Path Chosen for Excellence. Retrieved from
https://www.nursingpath.in/2016/05/clinical-rotation-plan.html
 PLANNING FOR SPECIFIC
CLINICAL EXPERIENCE
Basic Principles In Planning Clinical Rotation

 The clinical rotation plan must be in accordance

with the total curriculum plan.
 It must be made in advance.
 Theoretical instructions should precede closely
as possible with clinical experience
simultaneously the ward teachings, case
presentations, bed side clinics can be
conducted.

Clinical Rotation Plan. (2016). Nursing Path Chosen for Excellence. Retrieved from
https://www.nursingpath.in/2016/05/clinical-rotation-plan.html
 PLANNING FOR SPECIFIC
CLINICAL EXPERIENCE
Basic Principles In Planning Clinical Rotation

 The teacher and student ratio as prescribed by

institution or according to the types of patients.
 Select the type of learning experience from simple
to complex.
 Clinical supervisors must be familiar with the
rotation plan; a copy of rotation plan should be
available in each area.

Clinical Rotation Plan. (2016). Nursing Path Chosen for Excellence. Retrieved from
https://www.nursingpath.in/2016/05/clinical-rotation-plan.html
 PLANNING FOR SPECIFIC
CLINICAL EXPERIENCE
Basic Principles In Planning Clinical Rotation

 The students should be posted where they will get

maximum supervision from clinical supervisors
and qualified nursing staff.
 Each student should get all the experience on
rotation wise.
 Overcrowding in any clinical area should be
avoided.

Clinical Rotation Plan. (2016). Nursing Path Chosen for Excellence. Retrieved from
https://www.nursingpath.in/2016/05/clinical-rotation-plan.html
 PLANNING FOR SPECIFIC
CLINICAL EXPERIENCE

Basic Principles In Planning Clinical Rotation

 Avoid overlapping of work.

 All students should enter and leave the particular
clinical area at the same time and should complete
the assignments in time.
 Continuity in clinical area is needed.

Clinical Rotation Plan. (2016). Nursing Path Chosen for Excellence. Retrieved from
https://www.nursingpath.in/2016/05/clinical-rotation-plan.html
 PLANNING FOR SPECIFIC
CLINICAL EXPERIENCE
Basic Principles In Planning Clinical Rotation

 Avoid overlapping of work.

 All students should enter and leave the particular
clinical area at the same time and should complete
the assignments in time.
 Continuity in clinical area is needed.

Clinical Rotation Plan. (2016). Nursing Path Chosen for Excellence. Retrieved from
https://www.nursingpath.in/2016/05/clinical-rotation-plan.html
 BEDSIDE TEACHING
 It is defined as "teaching in the
presence of patient" and is the core
teaching strategy during clinical years.
 It is one of the ideal clinical teaching
strategies in which history-taking and
physical examination skills, along with
professional attitude, can be combined
to provide a holistic approach in the
diagnostic process and in patient care.

Sultan, A. S. (2019). Bedside teaching: An Indispensable tool for enhancing the clinical skills of
undergraduate medical students. JPMA. The Journal of the Pakistan Medical
Association, 69(2), 235–240.
BENEFITS OF BEDSIDE TEACHING
1. Provides an opportunity to demonstrate, assess
history and physical examination skills.
2. Establishes a forum to develop and assess
professionalism
3. Improves therapeutic relationship
4. Improves patient education
5. Provides a setting for direct observation as a
formal evaluative tool.

Sultan, A. S. (2019). Bedside teaching: An Indispensable tool for enhancing the clinical skills of
undergraduate medical students. JPMA. The Journal of the Pakistan Medical Association, 69(2),
235–240.
 STRATEGIES FOR MAKING THE
BEDSIDE TEACHING EFFECTIVE
1. Preparation
- Planning ahead what the clinical instructor wants
to achieve at the end of the session, what
particular system to be taught, specific aspects to
be emphasized, time to be spent with a given
patient, suitable patient for bedside teaching and
the main theme to be covered for that specific
session and plan activities accordingly.

Sultan, A. S. (2019). Bedside teaching: An Indispensable tool for enhancing the clinical skills of
undergraduate medical students. JPMA. The Journal of the Pakistan Medical Association,
69(2), 235–240.
 STRATEGIES FOR MAKING THE
BEDSIDE TEACHING EFFECTIVE
2. Observing the student’s interaction
with the patient at the bedside

- Student's communication, history-taking,

examination, problem-solving skills,
knowledge and attitudes can better be
evaluated by observation during bedside
teaching encounter.

Sultan, A. S. (2019). Bedside teaching: An Indispensable tool for enhancing the clinical skills of
undergraduate medical students. JPMA. The Journal of the Pakistan Medical Association,
69(2), 235–240.
 STRATEGIES FOR MAKING THE
BEDSIDE TEACHING EFFECTIVE
Feedback
- Summarize what was taught and learned during
that particular encounter.
- Separate time should be allocated and it should be
brief and mainly focus on strengths and deficiencies
of the recent teaching encounters.
- Give positive and constructive feedback to
students.
- Reflections about the bedside encounter coupled
with learner's feedback.

Sultan, A. S. (2019). Bedside teaching: An Indispensable tool for enhancing the clinical skills of
undergraduate medical students. JPMA. The Journal of the Pakistan Medical Association,
69(2), 235–240.