In recent years, nursing education focused on theoretical education & deep gap between theoretical & clinical education

was created.

Many nursing researchers reported that nursing students, in spite of good knowledge base, werent skillful in clinical settings

As a result, the quality of care provided to the patients suffered

Clinical teaching of students and continuing education is vital for professional development.

But the biggest Question is : HOW DO STUDENTS LEARN ????

NEW PARADIGM : IF STUDENTS DONT LEARN THE WAY WE TEACH THEN WE TEACH STUDENTS THE WAY THEY LEARN

WHY DO WE ATTEND THIS SEMINAR ON HOW TO BE BETTER TEACHERS ?

and why not students to attend

HOW TO BE BETTER STUDENTS ?????

IT MAY HELP US UNDERSTAND IF HOW WE TEACH IS MORE IMPORTANT THAN WHAT WE TEACH- IF WE EXPLORE A MODEL ON HOW ADULTS LEARN

THE COMPETENCY-BASED MODEL OF LEARNING

Stages in GAINING MASTERY of a SUBJECT/SKILL 1.Unconscious Incompetence 2. Conscious Incompetence 3. Conscious Competence 4. Unconscious Competence

UNCONSCIOUS INCOMPETENCE

UNCONSCIOUS COMPETENCE

THE LEARNING CYCLE

CONSCIOUS INCOMPETENCE

CONSCIOUS COMPETENCE

Clinical teaching is a individualized or group teaching to the nursing students in the clinical area by the nurse educators, staff nurse and clinical nurse manager.

Methods of clinical teaching

Bedside

Teaching Nursing care conference Nursing Rounds Demonstration Nursing Care Study Mastery learning

1. BEDSIDE TEACHING

 The

nursing student in the clinical setting is a learner, not a Nurse Sufficient learning time should be provided before performance is evaluated The clinical instructor is not a nurse in the hospital but a teacher

 The

student nurse is getting an opportunity

to observe, analyze & make decision in nursing care

Remembers

the nursing measures for longer

time since directly they involved

TIP : USE THIS LEARNING CYCLE TO YOUR ADVANTAGE

AHA! MOMENT

Learners need to do things! Mistakes will and should occur. Learners must feel okay about acknowledging that they lack knowledge or skill.

Teachers need to observe all learners and provide feedback so that learners can continue to improve their clinical performance.
Pelajar perlu untuk melakukan hal-hal! Kesalahan akan dan harus terjadi. Pelajar harus merasa apa-apa tentang mengakui bahwa mereka tidak memiliki pengetahuan atau keterampilan. Guru perlu mengamati Semua pelajar dan memberikan umpan balik sehingga peserta didik dapat terus meningkatkan kinerjanya klinis

A learner must feel comfortable discussing their mistakes. If mistakes occur in a supportive learning environment,s/he will be able to acknowledge her/his limitations and will likely be receptive to constructive feedback which will ultimately improve her/his performance

Seorang pelajar harus merasa nyaman mendiskusikan kesalahan mereka.

Jika kesalahan terjadi di lingkungan yang menunjang pembelajaran, s / ia akan mampu mengakui keterbatasan nya / dan kemungkinan akan menerima umpan balik konstruktif yang pada akhirnya akan meningkatkan kinerja nya /

In an unsupportive learning environment, the learner is likely to keep mistakes to herself/himself and avoid situations in which s/he feels incompetent. Unsupportive learning environments hinder further learning

Dalam lingkungan belajar tidak, pelajar mungkin untuk menjaga kesalahan untuk dirinya sendiri dan menghindari situasi di mana mereka merasa tidak kompeten.
Lingkungan belajar tidak menghambat belajar lebih lanjut

COMPETENCY TEACHING CHECKLIST

Start here * Competency Obtain a well organized history from the patient Perform a competent patient clinical examination Write well organized, clear, concise chart notes Generate a nursing impression Interpreting data (clinical, laboratory and radiological) correctly Identifying the most likely diagnosis Therapeutic reasoning

*
* * *

* * End Here

NO STUDENT WOULD WILLINGLY MAKE MISTAKE, IF THEY DO- THEN SOMETHING WAS NOT TAUGHT/ RIGHT BY THE TEACHER FROM THE START

Ingat! TIDAK ADA SISWA MAU BUAT KESALAHAN, JIKA MEREKA LAKUKAN-ITU SESUATU YANG TIDAK DIAJARKAN KANAN OLEH GURU DARI AWAL

PROBLEMS FACED BY STUDENTS IN CLINICAL PRACTICE

Common problems encountered by students in the Clinical area

S-K-A EXPECTATIONS

anxiety and incompetency

understanding of disease processes

dissatisfaction with the teaching method

being pressured

lack of information

ALL CREATE AN IMPACT ON THE KIND OF CARE THE PATIENTS GET

It is same like a bedside clinic but the patient is not usually present for the class. This may be a method of choice when the entire group is acquainted with the patient.

Bedside clinic and nursing care conference can be used to evaluate the students. Both should be

planned earlier if it is to be made more

effective. But the nurse instructor conduct it on the spot if she wishes to evaluate the students.

Nursing rounds is an excursion into patients area involving the students learning experiences. In nursing rounds the patient history and the medical aspects of his/her care are included only as a background for understanding the nursing care. The registered nurse responsible for the patient should answer questions aroused in the group. Suggestions are made by the members of the group. Suggestions discussed in the rounds will be recorded. Rounds may extend only up to one hour

Information giving rounds Instructional rounds Problem solving rounds

 Increases

the learning ability Increases interest to share ideas & Knowledge with others for the benefit of the client Response of the client is more natural Students can select client with specific problem & plan for proper nursing care

Demonstration teaches by Exhibition & explanation .

It trains the students in the art of careful observation a quality which is so essential to a good nurse.

Activates several senses

Provide opportunity for observation & learning

Clarify underlying principles

Commands interest by use of concrete

illustration

It correlates theory & practice

Planned demonstration: Involves preliminary preparation, introductory conference, performing the procedure and follow up. Unplanned demonstration: when uncommon treatment occurs in the ward, this can be demonstrated to the students if it is not emergency. Patients feeling is given due consideration. It can be explained in the follow up conferences.

Types

Case Study Case Analysis Case incident Technique

The student with the help of the clinical instructor selects one of her patients for intensive study which she finds interesting.
The student tries to solve the problems through the study, consultation and experimentation and decides the nursing measures which will meet the patients individual needs and solve nursing problems. The student must be given opportunity to take care of the patient over a long duration of time, to understand his/her behavior, to gain his/her confidence, to learn the real nature of his/her problems, and to note the effect of nursing measures and the results of the care.

 The

concentrated effort on the part of the student to define and solve the problems in the patient care arouses interests in him and results in better nursing care.
students learn to recognize the effect of personal and social factors on illness and recovery, to organize the information and identify the problems.

The

The student also learns about the problem solving approach to nursing. The report may act as a reference material for the student. The student can present the report in front of the group and it should be evaluated in terms of content, organization, clarity of thought and interest. The oral presentation helps the student to speak in front of the group.

Simulations are activities that mimic reality of clinical environment and are designed to demonstrate procedures, decision- making and critical thinking through techniques such as role play and the use of devices such as interactive videos or mannequins

TYPES
Low fidelity (Less precise reproduction) Moderate fidelity (Provide some feedback) High fidelity (Pharmacological / physical manipulation)

Low fidelity Simulators

Moderate fidelity simulators

A book can hardly be described as a learning environment. But, reading a book in a seminar, discussing with other students, writing a summary for the tutor, ... do constitute a learning environment. Similarly, a set of Web pages does not constitute a virtual learning environment unless there is social interaction about or around the information. This includes synchronous (e.g. chat, MUDs...) versus asynchronous (e.g. electronic mail, forums,) communication, one-to-one versus one-tomany or many-to-many, text-based versus audio and video, ... (see section 2.3). This includes also indirect communication such as sharing objects.

 In

Mastery learning, "the students are helped to master each learning unit before proceeding to a more advanced learning task (Bloom 1985) in contrast to "conventional instruction".

 Learning

by doing is the most effective method of teaching.

The

clinical teaching should well organized to provide the needed experience to the students.