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Clinical Instruction And Evaluation: A Teaching Resource / Edition 2

Clinical Instruction And Evaluation: A Teaching Resource / Edition 2

by Andrea B. O'Connor

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ISBN-10: 0763738581

ISBN-13: 9780763738587

Pub. Date: 04/14/2006

Publisher: Jones & Bartlett Learning

Designed to effectively guide instructors within the learning process, Clinical Instruction and Evaluation: A Teaching Resource provides clinical nurses with the theoretical background and practical tools necessary to succeed as a clinical nursing instructor. The theory used to support the practice of clinical education is presented in a straightforward, easily


Designed to effectively guide instructors within the learning process, Clinical Instruction and Evaluation: A Teaching Resource provides clinical nurses with the theoretical background and practical tools necessary to succeed as a clinical nursing instructor. The theory used to support the practice of clinical education is presented in a straightforward, easily understood manner. This book offers approaches to structuring clinical experiences for students, evaluation student performance, and solving problems encountered in clinical settings.

Product Details

Jones & Bartlett Learning
Publication date:
Edition description:
Product dimensions:
6.05(w) x 9.09(h) x 0.77(d)

Table of Contents

Preface     iii
Goals of Clinical Nursing Education     1
Applying Theoretical Learning to Patient Care Situations     2
Developing Communication Skills     3
Demonstrating Skill in the Use of Therapeutic Nursing Interventions     6
Evidencing Caring Behaviors in Nursing Actions     8
Considering the Ethical Implications of Clinical Decisions and Nursing Actions     9
Gaining a Perspective on the Contextual Environment     10
Experiencing the Variety of Nursing Roles     13
Summary     14
References     14
Entering the Instructional Role     15
The Academic Environment     16
Becoming a Member of the Nursing Department Faculty     16
Expectations of the Clinical Instructor     19
Developing Collegial Relationships within the Nursing Department     25
The Clinical Setting     26
Demands of Clinical Teaching     27
Expectations of Clinical Staff     29
Expectations of Students     30
Orientation to the Clinical Setting     31
Summary     33
References     34
Theoretical Approaches to Teaching and Learning in Clinical Nursing Education     35
How Learners Learn     36
Psychological Theories     36
Developmental Theories     40
Social Theories     41
Behavioral Domains and Hierarchies of Learning     42
Cognitive Domain     43
Psychomotor Domain     46
Affective Domain     48
Nature of the Adult Learner     52
Assumptions of Andragogy     53
Conditions for Learning     53
Benner's Framework for the Development of Clinical Expertise     57
Summary     60
References     61
Getting Started     63
Program Faculty     64
Clinical Staff     66
The Clinical Group     69
Before the Clinical Experience Begins     70
The First clinical Day     72
Orientation     72
Establishing Ground Rules     75
Setting Expectations     79
Teaching and Learning Strategies for the College Laboratory Setting     83
The Laboratory Setting     86
Uses of the College Laboratory     88
Instructional Materials     88
Structuring the Laboratory Experience     90
The Process of Learning a Psychomotor Skill     94
Integrating the Cognitive Basis for Psychomotor Skills     97
Summary     99
References     100
Organizing and Managing Instruction in the Clinical Practice Setting     103
Expectations, Hopes, and Fears     105
Causing No Harm to the Patient     106
Helping Patients     107
Integrating Theory into Clinical Practice     108
Learning Clinical Practice Skills     108
Looking Good as a Nurse and as a Student     109
Selecting Clinical Learning Experiences     110
Curricular Goals     113
Learning Environment     114
Instructor Expertise     116
Learner Characteristics     118
Other Considerations     119
Alternative Approaches     120
Techniques to Help Students Prepare for Clinical Learning Experiences     121
Teacher-Created Data Collection Forms     121
Daily Nursing Care Plans     122
The "Verbal Connection"     123
Clinical Focus Guidelines     124
Clinical Concept Mapping     124
The Clinical Preconference     127
Guiding Student Learning in the Clinical Setting      129
Teaching-Learning Principles Underlying Instruction     130
Modeling the Professional Nursing Role     136
Managing Off-Unit Experiences     137
Taking Advantage of Serendipitous Opportunities     141
The Clinical Postconference     141
Summary     144
References     144
Teaching and Learning Strategies for the Clinical Practice Setting     147
Instructional Techniques for the Clinical Setting     149
Demonstration     149
War Stories     150
Questioning     151
Listening     153
Supervision of Student Performance of Technical Skills     154
Process of Skill Mastery     155
How to Let Go     158
When to Jump In     159
Ensuring That Patient Needs Are Met     160
Promoting the Integration of Theory and Practice     163
Case Studies     166
Seminars     167
Nursing Rounds     168
Written Assignments     169
Developing Critical Thinking Skills and Reflective Practice     172
What Is Critical Thinking?     173
The Role of Reflective Practice     174
Strategies for Promoting Critical Thinking and Reflective Practice     175
The Affective Domain: Fostering Caring in Clinical Practice     183
Summary     185
References     185
Special Techniques for Special Settings     187
The Maternity Setting: Managing Instruction to Capture the Cyclical Nature of the Maternity Experience     188
The Pediatric Setting: The Problem of a Disappearing Clientele     190
The Mental Health Setting: It's Communication, But Is It Therapeutic?     192
Community Health Settings: Independent Practice in Unstructured Settings     195
Reference     200
Theoretical Approaches to the Evaluation of Learning in the Laboratory and Clinical Practice Settings     201
Philosophies of Evaluation     202
Purposes of Evaluation     205
The Evaluation Process     206
Goals of Evaluation     207
Standards for Evaluation     208
Evaluation Methods     209
Analyzing Results     212
Reporting Results and Making Decisions     212
Using Results     213
Evaluating the Evaluation Process     214
Summary     216
References     216
Evaluation Strategies for the Laboratory and Clinical Practice Settings     217
Identifying the Goals of Evaluation     219
Clarifying the Standards for Evaluation     222
Selecting and Applying Evaluation Methods     226
Observations     227
Written Work     232
Oral Presentations     235
Simulations     235
Self-Evaluations     237
Testimonials     238
Analyzing Results     238
Reporting Results     239
Due Process Issues     239
Confidentiality Issues     242
Making Decisions     242
Using Results     243
Evaluating the Evaluation Process     243
References     244
Interpersonal Issues in Clinical Nursing Education     247
The Instructional Role     248
The Clinical Instructor as Teacher     250
The Clinical Instructor as Supervisor     251
The Clinical Instructor as Evaluator     253
The Clinical Instructor as Nurse     254
Communicating Caring     255
Conveying Enthusiasm     258
Communication Strategies     259
Setting Goals     259
Communicating Values      260
Motivating Performance     261
Praising     261
Providing Corrective Feedback     261
Preventing Unsafe Practice     262
Describing Performance Deficits     263
Disciplining a Student     265
Failing a Student     265
Removing a Student from the Clinical Area     265
Responding to Student Stress     266
Helping Students to Cope with...     269
...Death and Dying     270
...Disfigurement, Deformities, Wounds, and Other Alterations in Body Integrity     271
...A Patient's Sexuality     272
...Racist or Sexist Remarks by Patients     274
...Staff or Physician Harassment     274
Strategies for Working with the...     274
...Reluctant Learner     275
...Reticent Learner     275
...Monopolizer     276
...Distractor     277
...Student Who Lies     277
...Student Who Plagiarizes     279
...Student Who Exhibits Inappropriate Behavior     280
...Student Who Has Attention Deficit Hyperactivity Disorder     280
...Student Who Is Impaired Due to Substance Abuse     281
...Student Who Is Defiant      282
...Student Who Is Uncivil     283
...Student Who Is Poorly Groomed     284
...Student Who Is a Family Member or Friend     284
...Older Student     284
...Male Student     285
...Student Who Is Repeating the Course     285
...Student Who Is Licensed as an LPN or RN     286
...Student from Another Culture     287
...Student for Whom English Is a Second Language     288
Maintaining Relationships with Staff     290
Controlling Emotions     290
Summary     291
References     292
Ethical and Legal Issues in Nursing Education     293
Ethical Issues in Nursing Education     294
Ethical Systems and Analytical Tools     294
Approaches to Guiding Students through Ethical Dilemmas in Practice     296
Ethical Issues Related to the Instructional Role     299
Legal Issues in Nursing Education     304
Licensure Issues     304
Due Process Issues     308
Student with a Disability     309
Contractual Issues     310
Summary     311
References     312
Sample Program, Level, and Related Course Objectives for a Baccalaureate Nursing Program     313
Sample Course Outline for a Nursing Course with a Clinical Component     321
Sample Clinical Evaluation Form     329
Sample Anecdotal Notes     333
Sample Agency Affiliation Agreement     335
Sample Clinical Preparation Forms     341
Sample Guidelines for Off-Unit Experiences     347
Index     353

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