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CLINICAL TEACHING
METHODS INDEX

S.NO. CONTENT PAGE

NO.
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INTRODUCTION TO CLINICAL TEACHING
1.  Definition of Clinical Teaching
 Purpose
 Steps in Clinical Teaching
 Principal of Clinical Teaching
 Models of clinical teaching
 Traditional model
 Preceptor model
 Associate model
 Outcomes of clinical teaching

2. SELECTION OF CLINICAL TEACHING METHODS

METHODS OF CLINICAL TEACHING

3.  BEDSIDE CLINIC
 Purpose
 Phases
 Steps

 NURSING ROUND
 Purpose
 Types
 CONFERENCES
 Clinical conferences
 Group conference
 Staff conference
 Individual conference
 Nursing care conferences
 Team conferences

 WARD TEACHING
 CASE METHOD
 Case study

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  Case presentation
 Case analysis
 CLIENT FAMILY CENTERED APPROACH

 HEALTH TALKS
 Purpose
 Principles
 Phases
 REPORTS
 Purpose
 types
 DEMONSTRATION
 OBSERVATION
 BRAINSTORMING
 PROCESS RECORDING
 LABORATORY METHOD
 ASSIGNMENTS
 FIELD TRIPS
 DISCUSSION
4.
 Strength Of Clinical Teaching
 Challenges Of Clinical Teaching

5. SUMMARY

6. CONCLUSION

7. BIBLIOGRAPHY

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 CLINICAL TEACHING METHODS
LEARNING OBJECTIVES

 To define clinical teaching methods.

 Describe the importance, of clinical teaching methods.
 Enlist the various clinical teaching methods.
 Describe the each types of clinical teaching methods
 Explain strength and weakness of clinical teaching methods.
 Explain about uses of clinical teaching methods in nursing.

INTRODUCTION

Nursing is Knowledge based professional discipline, Practice based professional

discipline and Skill based professional discipline. There is a deep gap between
theory and practice. To overcome from this gap clinical teaching methods are
used.

“ANY WEAPON IS A GOOD WEAPON AS LONG AS YOU CAN USE IT

WITH SKILL.”

Knowledge is gained by learning; trust by doubt; skill by practice; and love by

love.

CLINICAL TEACHING
Clinical Teaching is a individualized or group teaching to the nursing students
in the clinical area by the Nurses Educators , Staff Nurse and Clinical Nurse
Managers .

IMPORTANCE OF CLINICAL TEACHING

• Small group
• Focus on patient
• Application of knowledge
• Clinical reasoning
• Teacher/students ratio is small
• Active students
• More interactive

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PRINCIPLES OF CLINICAL TEACHING

• Teaching is not equal to learning.

• Adults learn differently
• Clinical education should reflect the nature of professional practice
• Clinical teaching is supported by a climate of mutual Trust & respect
• Clinical teaching & learning should focus on essential knowledge, skill
& attitude

PURPOSES OF CLINICAL TEACHING

• To provide individualized care in a systematic ,holistic approach

• To develop high technical competent skills
• To practice various procedures
• To collect and analyze the data
• To conduct research
• To maintain high standard of nursing practice to become independent
enough to practice nursing
• To develop ,cognitive ,affective and psychomotor skills
• To improve the standards of nursing practice
• To learn various diagnostic procedures
• To learn various skill in giving health education techniques to the client
and significant others.
• To help in integration of theoretical knowledge into practice
• To develop communication skills and maintain interpersonal relationship
• To develop proficiency and efficiency in carrying out various
nursing procedures
• To learn managerial skills

MODELS OF CLINICAL TEACHING

1.TRADITIONAL MODEL

The instruction and valuation of student is done by the academic faculty

member who is in the clinical setting.

2. PRECEPTOR MODEL

An experienced and expert nurse in the clinic, work with the student on a
one- to- one basis in addition to the ongoing patient care responsibility.

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3. ASSOCIATE MODEL

A staff nurse instructs a small group of students in the clinical setting

collaboratively with the lead teacher .

USES OF CLINICAL TEACHING IN NURSING

• Clinical Knowledge
• Clinical Skill
• Practical Procedures
• Clinical Reasoning
• Data Interpretation
• Communication
• Patient Investigations
• Problem solving knowledge
• Critical thinking decision making

STEPS IN CLINICAL TEACHING

1. Formulating Objectives
2. Determining Knowledge
3. Planning Content
4. Organizing
5. Implementing
6. Evaluating

SELECTION OF CLINICAL TEACHING METHODS

• Appropriate to objectives
• desired behavioural changes
• Based on Principles of learning
• According to the capacity of the student
• Availability of resources

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 METHODS OF CLINICAL TEACHING
1. BEDSIDE CLINIC
It is an organized instruction

• To study problems associated with a particular disease or disorder.

• Always ensure the presence of the patient.
• the group visits the patient .
• Patients with typical diseases are selected.
• Brief history and therapy, nursing problems are presented along with
the nursing care including physical, mental and social components will
be included.

Nursing clinic conducted by Head Nurse/Clinical Instructor

• Before the client enters, the head nurse points out the group the observations
to be made. This is usually followed by a discussion and questions and
answers round.

• Summarization done at the end.

• Duration: 30 min

• Evaluation: Head Nurse and Group members

PHASES:
1. introduction phase
2. Patient centered discussion
3. Post clinic evaluation

ADVANTAGES

The student is getting an opportunity to

• Direct observation
• Analyze &
• Make decisions in nursing care.
• How to interact with patients.
• Care is personalized.

DISADVANTAGES

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• Large group inconvenient
• Embarrassment to patient
• Issues of privacy
• Time consuming
• Careful planning

2 .NURSING ROUNDS
DEFINITION

Nursing rounds are tour to the patient areas involving the student’s learning
experiences.

• Patient history and medical aspects of his/her care are included as a

background for understanding the nursing care.
• The registered nurse responsible for the patient should answer
questions aroused in the group & encourage active discussion.
• Nursing rounds only few minutes are spent with each patients.

TYPES

• Information giving rounds

• instructional rounds
• Problem solving rounds

ADVANTAGES

• Increasing learning ability

• Increasing interest
• knowledge
• Selecting client with specific problem &plan care

DISADVANTAGES Share

• Time consuming
• Patient rest and comfort comprise
• Only small group benefitted.

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3. CONFERENCE
DEFINITION

Nursing Conference is defined as the process in which group discussion is

made using problem solving techniques to determine the ways of providing
care for the patients to whom students are assigned as part of their clinical
experience.

TYPES

1. Group Conference
2. Nursing Conference
3. Individual Conference

GROUP CONFERENCE

• Is a small group teaching method

• The students are allowed to participate actively in the discussion, explaining

their own experiences in the clinical area

• This helps the students to develop problem solving skills, team building skills
and the ability to express themselves assertively

INDIVIDUAL CONFERENCE

• Focuses on the overall development of the individual student.

• The focus is more directed towards the development of clinical skills.

• It mainly deals with the student nursing care ability, level of

performance achievements and assignments related to the clinical
experiences.

NURSING CARE CONFERENCE

PURPOSES

• To focus on the overall development of the individual student with a special

emphasis to the clinical skills.

• To help in communicating ideas and viewpoints of students regarding

problems pertaining to their clinical posting.

• To provide opportunity to the students to refine their clinical skills.

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• To encourage innovative and creative ideas among students.

• To recognize the ability and limitation of various team members.

PHASES

1. OPENING PHASE

• The students are informed prior so that discussion is meaningful

• Patients selected should have typical signs and symptoms

2.WORKING PHASE

• Focus is made on patient information such as bio data, family background,

past and present medical history, signs and symptoms, line of care and
nursing management.

• The teacher motivates the students to come forward with innovative

and creative ideas suiting the problem or situation.

3. CLOSING PHASE

Suggestions derived from various group conferences, relevant to the ward

situation is put into the notice of the staff working in the same area in a friendly
manner.

ADVANTAGES

• Develop problem solving skills

• Develops team building skills
• Ability to express oneself assertively
• Makes clinical area more interesting place for teaching and learning.
• Provides opportunities for the students to express innovative ideas and to
refine clinical skills
• Sharpens the critical thinking
Helps the students to know about their progress and hence boosts their self
confidence.
• Boosts the sense of security

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DISADVANTAGES

• May not be very beneficial if the students are not accustomed to the clinical
setting
• It requires a careful planning
• It is a time consuming process
It portrays the personal problems of the patient which should be maintained
confidential
• Patient involvement is less in this method of teaching and learning

4. WARD TEACHING METHODS

Clinical instructor will assign topic in advance and give the date for ward
teaching.the topic is related to clinical condition.

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
• To inspire the students for self development

5. CASE METHOD
Method which focuses on information and facts about patient, his disease
condition, and his social and personal history and the application of this
knowledge in rendering nursing care.

TYPES

1. Care Study/Presentation
2. Case Analysis
3. Case Incident Technique
4. Nursing Care Study

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CARE STUDY

• Student selects one patient for intensive study.

• Student decides nursing measures to solve problems.
• Student to be given opportunity to take care of patient, to gain his/her
confidence, to learn the real nature of his/her problems, and to evaluate her
nursing measures.

CASE ANALYSIS

• An analysis of a case or a condition is done by nursing students.

• Comprehensive information presented to the students to aid them
make judgment of a problem or situation.
• No background information is given students.
• The instructor will have facts about case; can be given as requested by
the students.

CASE INCIDENT TECHNIQUE

This technique requires immediate decision and action from a case and
presented to the students for their analysis and decision

ADVANTAGES

 Opportunity for self- expression

 Direct student thinking
 better personal understanding
 Time saving
 opportunity for public speaking experience
 Source of motivation
 feels achieved by presenting her study to others
 Self disciplined
 Goal oriented motivated
 Persistent independent self confident

DISADVANTAGES
• Requires more time
• No opportunity for writing and for other creative expressions
• Leaves no record for future reference

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6. CLIENT FAMILY CENTERED APPROACH
Individualized care is holistic manner.to meet the total need of the client the
family members were also be educated about the illness of the client.

7. HEALTH TALK
It is the patient centered teaching for promotion of health ,prevention of
illness,complication,preservation of life, and rehabilitation for individual,
family or group.

PURPOSE

• Promote awareness
• Promote healthy lifestyles
• Promote utilization of health services
• Promote self reliance.

PRINCIPLES

• Interest
• Participation
• Learning
• Comprehension
• Reinforcement
• Motivation
• Good human relation
• Learning by doing

PHASES

1. Preintroductory : Involve People

2. Preparatory: Set Goals
3. Introductory: Define Problems
4. Working: Conduct Activities
5. Post Working: Evaluate

ADVANTAGES

• Good opportunity to exchange ideas

• Persuade change in behavior
• Increase knowledge

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• Motivate people to learn healthy habits.

8. MORNING AND EVENING REPORTS

A report summarizes the services of the nurse and or the agency. Reports may
be in the form of an analysis of aspects of a services

TYPES

1. ORAL REPORT
2. WRITTEN REPORT

FORMS OF REPORTS

• Report between head nurse and her assistant

• Report between nurse who assigned to bedside care
• Report to the clinical instructor
• Report of charge nurses to the physician
• Day , evening and night reports

CRITERIA FOR GOOD REPORT

• Clear , concise , complete

• clearly stated and well organized for easy understanding
• Good oral report are expressed and presented in an interesting manner
and important points are emphasized

9. DEMONSTRATION

Demonstration teaches by “Exhibition & explanation ” It trains the students in

the art of careful observation

PURPOSE

• Explain procedures
• Revise procedures
• utility of equipments

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TYPES
1. Planned Involves

• preliminary preparation
• introductory conference
• performing the procedure
• follow up

2. Unplanned- When uncommon treatment occurs in the ward, this can

be demonstrated to the students if it is not emergency.

ADVANTAGES

• Activates senses
• Opportunity for observation
• learning creates interest
• use of illustration correlates theory & practice

DISADVANTAGES

• time consuming
• teachers can supervise less students in single session
• expensive
• feasibility

10. OBSERVATION
It is one of the oldest and basic method to gather clinical data .can be
systematically recorded and checked for their validity and reliability.

11. BRAIN STROMING METHOD

Intellectual capacities of trainees will be utilized in solving problems

12.PROCESS RECORDING
Process recording is a written account or verbatim recording of all that
transpired during and immediately following the nurse-patient interaction.

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FEATURES

• Written during or immediately following the interaction

• Can be used for Educational and Teaching purpose.
• Can be used as Therapeutic tool .

PURPOSES

• Improve the quality of nurse-patient interaction.

• Assist the student nurse to plan, structure & evaluate the interaction.
• Gain competency in interpreting and synthesizing raw data under
supervision.
• To increase observational skills
• Ability to identify the problem and gain problem solving skills.

PRE-REQUISITE FOR PROCESS RECORDING

Physical setting: Calm and quiet environment

• Obtaining consent
• Maintaining confidentiality

PHASES

1) Preparing the student

2) Recording nurse patient interaction.

3) Evaluating the interaction by nurse, teacher and the student.

13. LABORATORY METHOD

DEFINITION

Laboratory method is planned learning activity dealing with original data in the
solution of a problem

PURPOSES

• To provide experiences with actual situation such as nursing laboratory and

hospital ward
• To make students to become skillful in manipulation apparatus , practicing
laboratory technique
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• To help the student to acquire scientific attitude and scientific approach
to problem solving
• To provide first hand experiences with materials.

LIMITATIONS

 Budget
 Poor planning
 Time consuming
 lack of apparatus
 lack of direction

14. NURSING ASSIGNMENT

It is the part of learning experiences where the students are assigned with
patient or other activities concerning to patient in clinical laboratory .

NURSING ASSIGNMENT – CRITERIA

• Students are to be informed of the objectives of their assignment

• Students are to be oriented to the clinical area.
• Select the area based on the learning experiences of the student needed
• Proper guidance and supervision
• Provide sufficient time for giving care to the patient
• Evaluate the students performances and give corrections

TYPES

1. Patient assignment
2. Work assignment
3. Special assignment
4. Team assignment

15.FIELD TRIP
Any teaching and learning excursion outside of the classroom

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PRE-REQUISITES

• Knowledge
• Rapport
• Objectives
• Time and transport
• Preparation of the students
• Supervision
• Follow up and evaluation

GUIDELINES

• The field trip must be planned to meet specific educational objectives rather
than merely a picnic activity.
• Have list of all candidates, contact numbers of people to be contacted
in case of emergency & special needs.
• Submit report on field visit and analyze.
• Plan field trip with a specific checklist (permission, transport,
booking boarding, parental notification, safety & emergency
arrangements).
• Plan a schedule & route plan for the field trip. Identify leaders & sub
leaders. • Assign responsibilities to individuals and make them
understand their role.

ADVANTAGES

• Field trip enriches the classroom learning

• Field trips provide an opportunity to the learners to get first hand
information from natural settings.
• It provides an opportunity to solve the individual's problems by interacting
with a group in a natural setting.
• The monotony and boredom of classroom teaching is eliminated
through field trips.
• Field trip gives natural stimulation and motivates the learner to be more
interactive and creative.
• Field trips help learners learn things very quickly and remember them for
longer of time.

DISADVANTAGES

• If the field trip is not planned well with specific learning objectives it will
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result in wastage of teaching learning resources.

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• Field trips are expensive.
• Safety and security of the students is a real concern.
• If the sought permission is not got, the scheduled plan of the curriculum
suffers.

16. DISCUSSION
A cooperative ,problem solving activity which seeks a consensus
regarding the solution of a problem.
OUTCOMES:
• Increase knowledge
• Change attitude
EXAMPLES
• Seminar
• Clinical conference
• Symposium
• Panel discussion

PRACTICAL TIPS TO IMPROVE CLINICAL TEACHING

• Incorporate teaching into your every day activities

• Teaching can be inextricably integrated with your patient care activities
• Don’t wait for thinks to just get better on their own
• Plan teaching activities ahead of time

STRENGTHS OF CLINICAL EDUCATION

• Problem centered approach in the context of professional practice

• An experience-based learning model
• A combination of individual and team learning

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CHALLENGES IN CLINICAL TEACHING

• Limited control over time

• unpredictable case load
• emergencies
• client demands
• dependence on others
• no time for elaborate teaching
• teacher cannot focus on one problem to teach
• teacher should be a guide or facilitator than information provider
• difficulty in taking learning and service simultaneously
• Difficult to set teaching goals ,
• unanticipated events occur frequently
• Patient too sick or unwilling to participate in teaching encounter
• Engaging all learners simultaneously can be difficult

SUMMARY
• Introduction of clinical teaching methods
• Definition purose
• Steps
• Models
• Methods of clinical teaching methods
• Strength of clinical teaching methods
• Challenges of clinical teaching methods

CONCLUSION
Clinical teaching methods are used to improve the clinical konwlege ,skills,
competencies.effective clinical teaching will help student to learn better and
correlate theory and practical.

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 BIBLIOGRAPHY
BOOKS

 Sodhi Kaur Jaspreet.Comprehensive textbook of

Nursing Education.Health Science Publisher. Page
no.95-102.
 Gaberson B. Kathleen. Clinical Teaching Strategies in NURSING.
3rd edition, Springer Publishing Company.
 P.K.Neeraja.textbook of communication and education technology
.2011 edition.jaypee brothers medical publishers.
 Clement I. textbook on communication and education technology.3rd
edition. EMMESS publishers.

JOURNAL

 Bifftu Boru Berhanu.Effective Clinical Teaching Behaviors Views Of

Nursing Students And Nurse Educators At University.Journal Of Caring
Science.2018 Sep.
 Stephen Maloney.Investigating The Efficacy Of Practical
Skill Teaching.Feb 2012.
 Mohammad Reza Etal .Nursing Students Perspectives On Clinical
Sducation.Journal Of Advances In Medical Education And
Professionalism.Jan 2015
 Saba Farzi Et Al. Exploring The Challenges Of Clinical Education In
Nursing And Strategies To Improve.7/2018
 Nahid Jamshidi.The Challenges Of Nursing Students In The Clinical
Learning Environment.The Scientific World Journal.2016

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