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Clinical Methods of Teaching

This document discusses various clinical teaching methods used to train nursing and midwifery students. It defines clinical teaching as teaching students skills in a clinical setting. Some of the key methods discussed include bedside clinics, nursing care conferences, nursing rounds, demonstrations, case studies, clinical simulation, and virtual/mastery learning. The document provides details on how each method works and their advantages, such as helping students better understand conditions, develop critical thinking, and learn through realistic practice. It emphasizes the importance of using different methods that engage students and match their learning styles.

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Amito Prudence
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143 views34 pages

Clinical Methods of Teaching

This document discusses various clinical teaching methods used to train nursing and midwifery students. It defines clinical teaching as teaching students skills in a clinical setting. Some of the key methods discussed include bedside clinics, nursing care conferences, nursing rounds, demonstrations, case studies, clinical simulation, and virtual/mastery learning. The document provides details on how each method works and their advantages, such as helping students better understand conditions, develop critical thinking, and learn through realistic practice. It emphasizes the importance of using different methods that engage students and match their learning styles.

Uploaded by

Amito Prudence
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Clinical Methods of Teaching

Samson Udho
RNM, BSN, MSN(Midwifery & Women’s Health
[email protected]
Outline
 Introduction
 Definition
 Steps of clinical teaching methods
 Philosophy/principals of clinical teaching
 Methods of clinical teaching
 Guidelines for best methods
 Conclusion
Introduction
 In recent years, nursing/midwifery education focused on
theoretical education and skills training was neglected
creating a gap in skills competency.

 Unskilled midwives because of poor skills training is a


disservice to the health care system

 Proper skills training of students is vital for continuous


professional development.
Definition
 Clinical teaching is an individualized or group teaching to
midwifery/nursing students in the clinical area by a midwife
educator, staff midwife or a clinical midwife manager
Steps of clinical teaching
methods
 Formulating learning objectives
 Assessing the students knowledge
 Planning the content of ward teaching depending on the
knowledge gap
 Organizing the program
 Implementing program
 Evaluating session
Philosophy/principals of clinical
teaching
 Clinical teaching should reflect the nature of professional
practice
 Clinical teaching is more important than classroom
teaching
 The student in the clinical setting is a learner NOT a
midwife
 Sufficient learning time should be provided before
performance is evaluated
 Clinical teaching is supported by a climate of mutual trust
and respect
 Clinical teaching and learning should focus on essential
knowledge, skills and attitude
 The espoused curriculum may not be the curriculum in use
 Quality is more important than quantity
Methods of clinical teaching
 Nursing clinic/Bedside clinic
 Midwifery care conference
 Midwifery rounds
 Demonstrations
 Nursing care study
 Clinical simulation
 Virtual learning/Game based show
 Mastery learning
Nursing clinic/Bedside clinic
 Bedside clinics helps to study a problem typically associated
with a given condition
 Always ensures presence of the patient
 Either the group visits the patient or the patient is brought
to he conference room
 Unique/interesting cases are preferred
 Can be conducted by midwife educator, a midwife on ward
or the clinical manger

 Students are instructed to observe unique issues with the


patient

 When done with the patient, patient should be sent back

 This should be followed up with a discussion


 Materials summarized and the most important points
noted.

 The clinic should last about 30 mins.

 Clinical head should then evaluate the session with


participants
Advantages
 Students retain information for long.

 Students get the opportunity observe, analyse and


understand how clinical decisions are arrived at.
Nursing care conference
 It is the same as bedside clinic but the patient is not usually
present.

 It’s a method of choice when the group is acquainted with the


patient.

 Bedside clinic and nursing care conference can be used to


evaluate the learners.

 Both should be planned earlier if its to be effective.


Nursing Rounds
 Its an excursion into the patient clinical area with learning
experiences.

 The patient history is presented and the presiding


nurse/midwife will answer questions arising.

 Suggestions from the round are recorded and implemented.

 The round may last up to one hour


Advantages
 Increases learning ability
 Increases interest to share ideas
 Response of the client is more natural
 Students can select patients with specific problem and plan
for nursing care
Demonstration
 Demonstration teaches by
‘Exhibition and explanation’.

 It trains the student the art


of carefully observing a
critical skill
Advantages
 Activates many senses
 Provides opportunity for observing and learning
 Clarify underlying principle
 Command interest by use of concrete illustration
 Correlates theory and practice
Case Methods
Definition Types
 Use of an interesting clinical  Case study
case to derive greater  Case analysis
understanding in the  Case incident technique
disease, and its mgt.
Advantages
 Deeper understanding
 Arouses interest
 Arouses critical thinking
 Good for student assessment
 Others?
Clinical Simulation
Definition Types
 Are activities that mimic reality  Low fidelity (less precise
of clinical environment and
designed to demonstrate
reproduction)
procedures, decision making  Moderate fidelity (provide
and critical thinking through feedback)
techniques such as role plays,
and use of devices such as  High fidelity (physical
interactive videos and manipulation)
mannequins
Advantages
 Mimics real patient
 Arouses interest
 Foster memory
 Good for skills retention
 No need to hurt a real patient by learners
 Good for evaluation as well
Other Methods
Virtual Learning
Mastery Learning
Clinical portfolio

READ ABOUT THE METHODS


Guidelines for best
methods
 Identify barriers
 Consider learning style
 Plan activities collaboratively
 Create learning environment
 Effective clinical teaching
 Extend evaluation possibilities
 Encourage expert involvement
Conclusion
Learning by doing is the most effective method of
teaching
Thank you

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