Clinical Teaching Strategies for Nursing: Second Edition / Edition 2

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"This high quality book addresses one of the most challenging aspects of teaching in a practice discipline. It makes a very important contribution to the literature on clinical teaching in nursing."--Doody's Book Review Service

This second edition of Clinical Teaching Strategies in Nursing provides a thoroughly updated and comprehensive framework for planning, guiding, and evaluating learning activities for undergraduate and graduate nursing students in clinical settings. Recognizing that clinical settings require different approaches to teaching, the contributors present tools--working models, learning assignments and activities, simulations, the use of Grand Rounds for clinical education, and pointers on ethical and legal issues that may be encountered in clinical work--to help educators meet the challenges of this complex environment. New chapters on distance learning, the evaluation and grading of students in the clinical setting, and advances in the use of clinical simulation and simulation laboratories further enhance this compete guide.

The book contains black-and-white illustrations.

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Editorial Reviews

Doody's Review Service
Reviewer: Mary Allen Carey, PhD (University of Oklahoma College of Nursing)
Description: This book examines concepts of clinical teaching and provides a comprehensive framework for planning, guiding, and evaluating learning activities for undergraduate and graduate nursing students and healthcare providers in clinical settings.
Purpose: This thirteenth volume in the Springer series on the Teaching of Nursing focuses on clinical teaching.
Audience: The book is written for the teachers of future nurse educators, according to the authors.
Features: The 16 chapters cover such topics as the philosophy of clinical teaching, objectives of that teaching, preparing for clinical teaching, models to guide teaching, the teaching process, and ethical/legal issues. In addition, it covers the process of choosing clinical assignments, self-directed learning activities, case-based teaching approaches, clinical conferences, written assignments, the use of preceptors, clinical evaluation, and grading. A unique feature is the presentation of specially authored chapters covering quality clinical education for nursing students at a distance, clinical simulations, and clinical teaching in diverse settings.
Assessment: This high quality book addresses one of the most challenging aspects of teaching in a practice discipline. It makes a very important contribution to the literature on clinical teaching in nursing.
Barbara Owens
This book is an overview of clinical teaching/learning strategies and activities for nursing students. It is one of a series on teaching in nursing. The purpose is to examine concepts of clinical teaching and provide a comprehensive framework for learning activities in the clinical setting. Due to the complexity of clinical settings, this book is a valuable resource for approaches to teaching that vary greatly from classroom instruction. Targeted specifically for clinical nursing instructors, this book would also apply to other healthcare professionals as well as graduate nursing students preparing to teach nursing. This is a comprehensive framework for clinical teaching for nursing instructors and graduate students preparing to teach nursing. The chapters, titles, and subtitles are easy to follow and focus on particular aspects of clinical teaching. The authors explain how the philosophy of the individual serves as a guide for how we practice and how learning outcomes are evaluated. Each phase of clinical learning activity is addressed, from preparation to the processes, and finishing with evaluation. Ethical and legal issues are briefly covered. Learning modes and activities to enhance group process learning are discussed, but not in great detail. Several references are cited throughout each chapter and listed at the end of each chapter for further investigation of special interests related to clinical teaching. A primary strength of this book is the up-to-date discussion of multimedia use in teaching, such as computer-assisted instruction, interactive videodisc, CD-ROM, virtual reality, and the Internet. Another strength is the special focus on teaching/learning in theclinical setting.
Doody Publishing
A valuable resource for approaches to teaching that vary greatly from classroom instruction.

5 Stars! from Doody
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Product Details

  • ISBN-13: 9780826102485
  • Publisher: Springer Publishing Company, Incorporated
  • Publication date: 12/1/2006
  • Series: Springer Series on the Teaching of Nursing
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 308
  • Product dimensions: 6.04 (w) x 8.96 (h) x 0.65 (d)

Meet the Author

Kathleen B. Gaberson, PhD, RN, CNOR, CNE, ANEF, is a Nursing Education Consultant and former Professor and Chair of the Department of Nursing Education and Director of Nursing at Shepherd University, Shepherdstown, WV. She has over 35 years of teaching experience in graduate and undergraduate nursing programs and has presented, written, and consulted extensively on evaluation and teaching in nursing education. She is Research Section Editor of the AORN Journal.

Marilyn H. Oermann, PhD, RN, FAAN, is a Professor in the College of Nursing at Wayne State University. She is the author many articles on clinical teaching, clinical evaluation, and teaching strategies in nursing education as well as seven books. She is the Editor of the Annual Review of Nursing Education (with Kathleen T. Heinrich, all published by Springer), the fifth volume of which was published in November 2006; and the Journal of Nursing Care Quality. She is also co-author of Evaluation and Testing in Nursing Education (Springer, 2005), with Kathleen B. Gaberson, now in its second edition. Dr. Oermann lectures widely on teaching and evaluation in nursing.

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Read an Excerpt

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Table of Contents


  1. A Philosophy of Clinical Teaching
  2. Outcomes of Clinical Teaching
  3. Preparing for Clinical Learning Activities
  4. Clinical Teaching: Teacher, Student, and Models to Guide Teaching
  5. Process of Clinical Teaching
  6. Ethical and Legal Issues in Clinical Teaching
  7. Choosing Clinical Learning Assignments
  8. Self-Directed Learning Activities
  9. Clinical Simulation, Suzanne Hetzel Campbell
  10. Quality Clinical Education for Nursing Students at a Distance, Susan E. Stone and Mickey Gillmor-Kahn
  11. Case Method, Case Study, and Grand Rounds
  12. Discussion and Clinical Conferences
  13. Written Assignments
  14. Using Preceptors in Clinical Teaching
  15. Clinical Teaching in Diverse Settings, Diane M. Wink
  16. Clinical Evaluation and Grading

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