Clinical Teaching Strategies in Nursing

Overview

Teaching in clinical settings presents nurse educators with challenges that are different from those encountered in the classroom. The purposes of this book are to examine concepts of clinical teaching and to provide a comprehensive framework for planning, guiding, and evaluating learning activities for undergraduate anfd graduate nursing students and health care providers in clinical setting. It describes clinical teaching strategies that are effective and practical in a rapidly changing health care environment,...
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Overview

Teaching in clinical settings presents nurse educators with challenges that are different from those encountered in the classroom. The purposes of this book are to examine concepts of clinical teaching and to provide a comprehensive framework for planning, guiding, and evaluating learning activities for undergraduate anfd graduate nursing students and health care providers in clinical setting. It describes clinical teaching strategies that are effective and practical in a rapidly changing health care environment, and it examines innovative uses of nontraditional sites for clinical teaching.

The book contains black-and-white illustrations.

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Editorial Reviews

Doody's Review Service
Reviewer: Barbara Owens, MSN, RN (University of Texas Health Sciences Center at San Antonio)
Description: 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.
Purpose: 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.
Audience: 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.
Features: 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.
Assessment: 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 the clinical setting.
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: 9780826112781
  • Publisher: Springer Publishing Co.
  • Publication date: 1/28/1999
  • Series: Series on the Teaching of Nursing
  • Edition description: Older Edition
  • Edition number: 1
  • Pages: 256
  • Product dimensions: 5.80 (w) x 9.10 (h) x 0.80 (d)

Meet the Author

Kathleen B. Gaberson, PhD, RN, CNOR, CNE, ANEF
, has over 35 years of teaching experience in undergraduate and graduate programs. She is owner of and nursing education consultant for OWK Consulting,
Pittsburgh, PA. She is co-author of two nursing education textbooks and author or co-author of numerous articles on nursing education and perioperative nursing topics. Dr. Gaberson has presented and consulted extensively and is former section editor of the AORN Journal and currently serves on the
Board of Directors of AORN and for the Association of Perioperative Registered Nurses.

Marilyn H. Oermann, PhD, RN, ANEF, FAAN,
is Professor and Chair of Adult and Geriatric Health in the School of Nursing, University of North Carolina at Chapel Hill, NC. She is author or co-author of 13 nursing education books and many articles on clinical evaluation, teaching in nursing, and writing for publication as a nurse educator. She is the
Editor of the Journal of Nursing Care Quality and past Editor of the Annual Review of Nursing Education. Dr. Oermann lectures widely on teaching and evaluation in nursing.

Teresa Shellenbarger, PhD, RN, CNE, ANEF,
is Professor and Doctoral Coordinator at Indiana University of Pennsylvania. She is an expert nursing faculty member and administrator with an extensive publication record in nursing education. Dr. Shellenbarger currently serves as member of the Board of Governors of the National League for Nursing.

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Table of Contents

Preface
1 A Philosophy of Clinical Teaching 1
2 Outcomes of Clinical Teaching 12
3 Preparing for Clinical Learning Activities 22
4 Models of Clinical Teaching 40
5 Process of Clinical Teaching 56
6 Ethical and Legal Issues in Clinical Teaching 76
7 Choosing Clinical Learning Assignments 93
8 Self-Directed Learning Activities 107
9 Learning Laboratories 124
10 Simulations and Games for Clinical Learning 135
11 Case Method, Case Study, and Grand Rounds 147
12 Clinical Conference and Discussion 166
13 Written Assignments 186
14 Using Preceptors as Clinical Teachers 205
15 Clinical Teaching in Diverse Settings 221
Index 235
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