Clinical Teaching

By:
Dela Guardia, Leigh S.

Estellena, Maurice
Clinical teaching is a COMPLEX ENTERPRISE.
Clinical teaching is a time limited process
whereby teacher and student create an
established partnership within a shared
environment.
It is grounded in research but rather is
grounded in tradition, common sense, and
feasibility. (Barnard & Dunn, 1994;
Oermann,1996)
 The severity of patient illness
 Widely varying settings
 Varied student motivation and preparation
 It is in the laboratory that many skills are
perfected.
1. Skill of observation (Infante 1985)
2. Problem-solving and decision-making skills
(Fothergill-Bourbonnais & higushi, 1995)
3. Organization and Time-management skills
(Gabberson & Oermann,1999)
4. Cultural competence (Gabberson &
Oermann,1999)
 Infante (1995)
• Developed a model that relies heavily on
keeping students in a skills laboratory
until they are proficient with skills.
 Packer (1994)
▪ She contends that more information
about clinical practice should be taught
in the classroom before learners go to
the clinical area.
 Hunsberger and colleagues (2000)
 Clinical Teaching Associates (CTA) model is
designed for a two-day clinical experience.
▪ First day leads on with orientation to the unit and to the
clinical aasignment for a small group of students and the
educator. The CTA focuses heavily on PSYCHOMOTOR
SKILLS on that day. Both the CTA and the educators
attend and share leadership in the postconference.
▪ On the second day, the educator takes over the teaching
and supervisory role.
1. Purpose and expected outcomes of the clinical education of learners
2. Overview of the school curriculum as it relates to the clinical
experience
3. Skills that can be expected of learners entering the preceptorship
4. Principles of adult learning
5. Common errors made by students and common misconceptions
6. Roles and responsibilities of the preceptor, educator, and the
student
7. Interaction with learners and relationship with educators
8. Introduction to course syllabi
9. Planning learning experience
10. Clinical teaching strategies
11. Overview of evaluation procedures and measuring instruments
12. Legal implications of working with learners
 To ensure positive learning experience for
learners, whether they are undergraduate
students, graduate students etc., and educators
must do a lot of planning before clinical
instruction begins.
 Clinical agency site must be chosen
 Once arrangements have been made for clinical
units, the educator should set up a meeting with
the agency staff that will involved with the
education process.
 After these arrangements have been made, the
educator can proceed with the final preparation for
clinical instruction.
 After all the careful preparation by educators
and learned, the clinical laboratory session
begins. For many instructors, the day starts
with a group preconference.
 Preconference
▪ Learners usually share some of the results of their
research from the previous day.
▪ This is a good time to answer students’ questions about
their assignments and try to alleviate their anxieties.
 Practice Session
▪ Following the preconference, the learners begin their
practice for the day.
▪ Learners may work closely with staff that answer many
routine questions and provide some assistance and
supervision....
 Learners in the clinical area need the
feedback and judgement o their work that
evaluation gives them. They need to know
how they are doing at one level before
progressing to the next. Educators must
evaluate learners to determine how well they
are meeting objectives and to certify that
they are safe practitioners.
1. Choices to Be Made Regarding Evaluation
▪ Formative Evaluation
▪ Is the ongoing feedback given to the learner throughout the
learning experience.
▪ Summative Evaluation
▪ Is a summary evaluation given at the end of the learning
experience.
▪ Norm-referenced Evaluation
▪ A learner is compared with a reference group of learners either
those in the same cohort or in a norm group.
▪ Criterion-referenced Evaluation
▪ Compares the learner to well-defined performance criteria rather
than comparing him/her to other learners.
2. Behaviours to Be Evaluated
▪ Use of health promoting strategies
▪ Psychomotor skills
▪ Maintaining patient safety
▪ Ability to work with professional team
▪ Professional behaviours like following policies, being on
time, maintaining confidentiality, and being
accountable for one’s own action
3. Sources of Evaluation Data
▪ Self-evaluation
▪ Formal evaluation
▪ Written work submitted by the learner
4. Conferences Between Educator and
Learner
▪ The content of the conference is usually based on the
information in the anecdotal records and the rating
scales or summaries that are used
The instrument or tool used for clinical
evaluation should meet the following
specifications:
◦ The items should derive from the course or unit
objectives.
◦ The items must be measurable in some way. It must
be possible to collect substantial data.
◦ The items and instructions for use should be clear to
all that must use the tool.
◦ The tool should be practical in design and in length
◦ The toll must be valid and reliable (Carpenito &
Duespohl, 1981)
• Bondy (1983,1984) Rating Scale
• Bondy developed a five-point rating scale which
reflects criterion-referenced levels of competency.
• Hawranik (2000)
• Community Family Nursing Clinical Evaluation
Tool
• It contains items on the nursing process and professional
growth and leadership and could be used in evaluating
student in most home health settings.
• Clinical Evaluation Tool by Krichbaum and
colleagues
▪ Could be used in almost any clinical experience. It covers
items on health promotion, nursing process, safety,
scientific knowledge, multicultural care, therapeutic
relationships, professional behaviour.

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Clinical Teaching

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Dela Guardia, Leigh S.

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