This document outlines various clinical teaching methods used in nursing education. It begins with definitions of clinical teaching and objectives. It then describes many methods including nursing clinics, bedside clinics, nursing rounds, nursing assignments, nursing care conferences, reports, individual/group conferences, process recording, field trips, the laboratory method, nursing care plans, seminars, case analysis, case incidents, role playing, symposiums, workshops, and panel discussions. For each method, it provides details on purpose, principles, advantages, and disadvantages. The document serves as a comprehensive reference for nursing instructors on approaches to teach clinical skills and apply theoretical knowledge.
2. CONTENT
• INTRODUCTION
• DEFINITION
• OBJECTIVES
• GUIDELINES FOR SELECTION
• CLINICAL TEACHING METHODS
• NURSING CLINIC
• BEDSIDE CLINIC
• NURSING ROUNDS
• NURSING ASSIGNMENT
• NURSING CARE CONFERENCE
• MORNING AND EVENING
REPORTS
• INDIVIDUAL CONFERENCE
• GROUP CONFERENCE
• PROCESS RECORDING
• FIELD TRIP
• LABORATORY METHOD
• NURSING CARE PLAN
• SEMINAR
• CASE ANALYSIS METHOD
• CASE INCIDENT METHOD
• ROLE PLAYING
• SYMPOSIUM
• WORKSHOP
• PANEL DISCUSSION
• RESEARCH
• SUMMARY AND CONCLUSION
3. INTRODUCTION
• In nursing, competency of a nurse is recognized mainly
by the demonstration of clinical skills.
• Developing clinical skills demands more effort from the
side of teachers and students .
• Clinical area is a gold mine of learning opportunities and
experiences.
4. DEFINITION
• Clinical teaching involves planning, organizing,
teaching, supervising and evaluating students direct
experiences in patient care
• It provides students with an opportunity to make
application of theoretical knowledge to provide
improved patient-centered nursing care.
7. WHAT ARE THE VARIOUS
GUIDELINES FOR
SELECTION OF TEACHING
METHOD?
8.
9. CLINICAL TEACHING METHODS
Nursing clinics
Bedside clinic.
Nursing rounds.
Nursing assignments.
Nursing care conferences.
Morning and afternoon reports.
Individual conference.
Group conference
Process recording
Field visit
Laboratory method
Nursing care plan
Seminar
Case analysis method
Case incident method
Role playing
Symposium
Workshop
Panel discussion
10. NURSING CLINIC
• The nursing clinic utilizes the presence of a selected
patient as its focus for group discussion.
• It affords a direct experience in the discussion of
principles and practices of nursing care relative to a
given patient.
• Students have the opportunity to sharpen their
observation and interviewing skills .
11. PURPOSE
Apply theory
into actual
practice by
inter-viewing
and studying
patient
Apply
knowledge and
experience to
the situation.
Understand
certain
types of
apparatus.
Improve
the nursing
care.
12. PRE PLANNING THE CLINIC
• Determining the purpose of the clinic
• Selecting patient for nursing care.
• Securing the patient's consent.
• Selecting the setting to be used, i.e. conference room.
• Providing advance preparation of the student
14. BEDSIDE CLINIC
• Bedside clinic is an organized clinical instruction in the
presence of the patient.
• This is a teacher centered method for a small group of students
and can be conducted by a nurse educator, doctor.
• The name of the patient, other details and the venue should be
informed to students prior so that they can study the case sheet
of the patient and actively participate in the bedside clinic.
• The usual duration is 30 to 45 minutes and student have to
gather around the patient in an informal way in order to avoid
tension to him.
15. PURPOSE
To provide
learning on how
to collect
information about
the patient.
To improve the
student's ability to
solve nursing
problems.
It helps student to
do nursing
observation in
organized
systematic way.
To be able to
recognize
opportunities for
health teaching in
the hospital.
17. ADVANTAGES
1. Bedside teaching puts the student in an
active area, students have to come prepared.
2. Covers a limited group of students.
3. Permits evaluation of degree to which
educational objectives have been attained.
4. Develops qualities of observation and
decision taking
5. Permits comparison between reality and
theory.
6. Enables students to develop self-
confidence.
18. NURSING ROUNDS
• In nursing rounds, the nursing teacher or head nurse who
knows the details of the patient briefs the nursing care.
• The staff nurse or the nursing student who has been taking
care of the patient for a few days are allowed to contribute
and have to answer the questions of the group.
• The group then discuss the nursing care aspects in brief .
• One staff nurse records all the instructions and suggestions in
the nursing rounds register maintained in the ward.
• Then the group move towards the next patient.
20. ADVANTAGES
• Make classroom discussions more real and thus improve
learning experiences
• Response of the patient is more natural.
• Students can select patients with specific problems and
plan proper nursing care
21. NURSING ASSIGNMENT
• Assignments play a major role in the teaching-learning
process. It is a self-study which supplements classroom
teaching.
• The success and effectiveness of assignment depends
upon the amount of independent work done by the
students .
• Clinical Assignment is that part of learning experience
where the students are assigned with patients and
student’s provide care to them.
22. •WHAT ARE THE VARIOUS
OBJECTIVES OF NURSING
ASSIGNMENT ?
23.
24. METHODS
• PATIENT METHOD
In the patient method of assignment a nurse is expected to
give complete nursing care to one .
• FUNCTIONAL METHOD
A nurses is assigned to specific functions in the ward such
as giving medications or treatment to all patients
• TEAM METHOD
In this method a group of patient are looked after by a
group of hospital staff and students (nursing team).
25. GUIDELINES
Mere dictation of questions or problems is not an assignment.
The teacher has to suggest along with it the book to be
consulted and the references to be studied.
The assignments should preferably raise out of the activities,
need and interests of the students.
It must motivate, remove doubts or misunderstandings and
level insight.
26. ADVANTAGES
Patient method
• The nurse gets job satisfaction.
• Interpersonal relationship is good
• The maximum learning takes place.
Functional method
• More work is turned out in less given period of time.
• Skill is developed when the work is done repeatedly.
Team method
• Team spirit is created in the team
• Attitude of cooperation and co-ordination is learnt.
27. DISADVANTAGES
Patient method
• More nurses are required.
• Economic loss to an agency or to country
Functional method
• Patient does not get any security
• Individual needs are not considered.
Team method
• It there is no cooperation within the team members, the
work will not be done properly and patient will suffer.
28. NURSING CARE CONFERENCE
• It has all the characteristics of the bedside clinic except the
presence of the patient.
• When the teacher as well as the students are well
acquainted with the patient's features this is the preferred
method.
• The nursing care conference consists of a group discussion
using problem-solving techniques to determine ways of
providing care for patients to whom students are assigned as
a part of their clinical nursing experience.
29. PHASES
It has three phases.
1.
Opening
phase
2.
Working
phase
3.
Closing
phase
The task here is to
delegate
responsibility to one
or more of the staff
to act on the
problems.
The task here is to
make a commitment
to work on a
problem relating to
a particular patient.
The task of the working
phase is to arrive at a
consensus on problem
identification and
solution.
30. ADVANTAGES
1.Helps to collect the information in creative way.
2.It fortifies the thinking of students, thereby the creativity and
judgement capacity will be increased.
3.It provides free opportunity to think.
4.Each member will be actively participating.
DISADVANTAGES
1. It will be of little use if the students do not accustom to such
situation.
2. There are chances of using these conference hours for
classroom teaching.
31. MORNING AND EVENING REPORTS
• A report summarizes the services of the nurse and or the
agency. Reports may be in the form of an analysis of
some aspect of service. These reports can be either oral
or written.
32. Types :
Reports
Between
head nurse
and her
assistant
Reports
Between
nurses who are
assigned to
bedside care.
Reports of staff
member to
charge nurses
When
reporting off
duty
Reports to
clinical
instructor
Report of
charge
nurse to
physician
33. INDIVIDUAL CONFERENCE
Individual conference provides an opportunity for the
students to know about his achievements and to express the
difficulties or problems he is facing, in relation to the
acquisition of clinical skills.
After the conference, a brief record of the conference should
be maintained by recording the nature of the problem, events
led to the conference, student's attitude towards the problem
and the kind of help rendered by the teacher.
34. PURPOSES
To guide in teaching
To acquire more knowledge.
To discover the interests, needs and the problems of the
individual student
To help the student to help herself/himself
35. PRINCIPLES
1.Establishment of a definite purpose and specific issues
to be covered.
2.Knowledge of the student
3.Provide privacy
4.Provide sufficient time
5.Establish good rapport.
6.Good listening
7.Positive effect.
8.Recording of data.
36. USE OF THE INDIVIDUAL CONFERENCE
IN NURSING COURSES
1. It can be used
to clarify class
material.
2. It helps in
supplement
instructions.
3. It can also help
to explain
answers to
questions of
individuals.
4. It can be used
as a means of
assisting the
individual who is
having difficulties
in keeping up with
the classroom
situation
37. GROUP CONFERENCE
• In group conference, a subject of common interest is
taken .It can be unplanned or planned.
Unplanned conference
Emphasis is given to solve the problem of immediate
concern.
Planned conference
Systematic and predetermined
Prior intimation to the student is a must and the time and
place should not be changed.
38. PROCESS RECORDING
• The process record as "a verbatum account of a visit for
purpose of bringing out the interplay between the nurse
and the patient in relation to the objectives of the visit
39. PURPOSE
Assists to plan and
evaluate the
interaction on a
conscious and
intuitive level
Assists to gain
competency in
interpretation and
synthesizing raw data
under supervision.
Helps to consciously
apply theory to
practice.
Helps to learn identity
thoughts and feelings
in relation to self and
others.
Helps to increase
observation skills
40. PHASES IN PROCESS RECORDING
• Preparing the student for process recording.
• Recording nurse-patient interaction
• Evaluating the interactions by nurse teacher and the
student
41. FIELD-TRIP/VISIT
• A field-trip is a visit especially planned for its possible
contribution to the objectives of the curriculum, course,
project, lesson or other unit of instructions.
43. ORGANISATION AND PROCEDURE OF FIELD-TRIP
A.Pre planning.
• Decide on trip
• Know the resources
• Obtain administrative sanction of school.
B. Actual conduct of the trip.
• Formulate objectives
• Brief them about - equipment or accessories needed , date and time of
transport, actual location, set up, conduct a behavior during the trip, safety
precautions to observed
• Follow the schedule.
• Observe and collect information needed.
• Collect source/study materials if provided.
44. ADVANTAGES
It breaks
monotony
of the
classroom
It furnishes
first hand
information
To enrich
the
classroom
instruction.
They
correlate and
blend school
life with the
outside world,
Provides
opportunities
in learning
and
acquiring
skills.
46. LABORATORY METHOD
• Laboratory method of teaching utilized a problem
solving approach to learning that offers students
opportunities for supervised ,individualized, and direct
experiences in the testing and application of previous
learned theories.
47. PURPOSES :
• To provide first hand experience
• To provide experiences with actual situation
• To make student to become skillful in manipulation
apparatus,
TECHNIQUES :
• Introductory steps / Preparation
• Work Period
• Culminating activities/ Evaluation
48. ADVANTAGES:
It helps student
to master the
subject.
It helps in
participation of
student
Information gained
by them turns out
to be of
permanent kind.
DISADVANTAGES :
Limited
applicability.
Shortage of
resources.
Method is
considered to
be
expensive.
49. NURSING CARE PLAN
• Rendering nursing care through nursing care plan help
the students develop basic nursing skills like assessing
the patients' condition, formulating nursing diagnosis,
prioritizing patients, needs, planning care, implementing
the care with rationale and evaluating the care.
• With no compromise on reliability, nursing care plan can
be implemented in all clinical settings.
50. OBJECTIVES
• Promote evidence-based nursing care
• Support holistic care which involves the whole person
including physical, psychological, social and spiritual in
relation to management and prevention of the disease.
• Identify and distinguish goals and expected outcome.
• Review communication and documentation of the care
plan.
• Measure nursing care.
51. •WHAT ARE THE VARIOUS
COMPONENTS OF NURSING
CARE PLAN ?
52.
53. SEMINAR
• The term seminar refers to a small group of graduate
students engaged in original research under the guidance
of a knowledgeable professor.
• It involves a discussion of the problem using a small
group of students and a teacher who is expert in the field
of study.
• The objective in the seminar is to give students the
opportunity to participate in methods of scientific
analysis and research procedure.
54. ADVANTAGES
• Role of student is active
• Teaches scientific analysis and
techniques of research
• Group tries to solve problems
• Student develop skills by participation
• Student develops more critical point
of view
DISADVANTAGES
• Time consuming.
• If subject knowledge is poor,
unnecessary discussion arises.
55. CASE ANALYSIS METHOD
• This method of teaching refers to group analysis of a
case history for the purpose of developing skill in
reflective thinking by defining problems to be solved,
discussing relevant data and various sides of the issues,
and verifying facts to make judgments.
56. CASE INCIDENT METHOD
• This method is emerging as a promising means of
inquiry that can be used effectively in undergraduate
curricula to help students develop skill in reflective
thinking leading to decision-making.
57. ROLE PLAYING
• Role-playing involves the acting out of roles related to
problems involving human relations.
• In total group is involved in the analysis of behaviors
portrayed in the role-playing situation for the purpose of
increasing their insights into similar problems and
under-standing ways of dealing with them.
58. PURPOSES
To convey information.
To develop situation for analysis.
To prevent alternative courses of
action.
To prepare for meeting future
situations.
To develop understanding of points
of view of others.
Increasing their insight into typical
ways of dealing
59. SYMPOSIUM
• The symposium is a type of discussion, in which two or
more speakers, talk from ten to twenty minutes, develop
individual approaches or solutions to a problem or
present aspects of a policy, process or program.
• The speeches are followed by questions or comments
from the audience, as in the panel forum.
60. OBJECTIVES
To identify and
understand two
various aspects
of theme and
problems.
To develop the
ability to decision
and judgement
regarding a
problem.
To develop the
values and
feelings
regarding a
problem
To enable the
listeners to form
policies
regarding a
theme or
problem.
61. ADVANTAGES
Presented to a
large group or class
Organization is
good as prepared
before hand
Provides deeper
insight of topic
Used for broad
topics for
discussions at
conventions and
organization.
DISADVANTAGES
Inadequate
opportunity for all
students to
participate
Speech is limited to
15-20 minutes.
Limited audience
participation
Possibility of
overlapping
subjects
62. WORKSHOP
• Workshop is defined as assembled group of 10 to 25
persons who share a common interest or problem.
• They meet together to improve their individual and skill
of a subject through intensive study, research, practice
and discussion.
63. OBJECTIVES
A)Cognitive objectives:
• To solve the problems of teaching profession.
• To provide the philosophical and sociological
background for instructional and teaching situation.
B)Psycho motor objectives:
• To develop the proficiency for planning and organizing
teaching and instructional activities.
• To develop the skills to perform a task independently
64. • Used to realize higher cognitive and psycho motor
objectives
• Technique can be used in developing understanding
• Used to develop and improve professional efficiency.
ADVANTAGES
• The in-service teachers do not take interest to understand
and use the new practices in their classrooms
• The workshops can not be organized for large group so
that large number of persons are trained.
• The effectiveness of a workshop technique depends on the
follow up program.
DISADVANTAGES
65. PANEL DISCUSSION
• The discussion technique of learning is based on the
modern theory of organization.
• The assumption of this theory is that every member of
the organization has the capacity to initiate and solve the
problem and brings certain attitude and values to the
organization.
66. OBJECTIVES
• To provide information and new facts.
• To analyze the current problem from different angle.
• To identify the values.
TYPES
• Public panel discussion - This type of panel discussions
are organized for the common men problems.
• Educational panel discussion
67. • Encourages social learning.
• The higher cognitive objectives achieved.
• Develop the ability of logical thinking
• Develops right approach towards the
problem.
ADVANTAGES
• Deviate from theme at time of discussion
• No opportunities to participate others in
discussion.
• Here is possibility to split the group into two
sub groups
DIS -
ADVANTAGES
68. RESEARCH
Effectiveness of the clinical teaching associate model in
clinical nursing education
• By Cheraghi Rozita , Jasemi Madineh , Namadi Farideh from
Department of Medical Surgical Nursing, Urmia University of
Medical Sciences, Urmia, Iran
• Published online on : 1-Aug-2019
• Objectives: This study aimed to evaluate the effects of the
Clinical Teaching Associate (CTA) model on clinical skills and
satisfaction with clinical education among nursing students.
69. Sample :
• This two-group posttest-only trial was conducted on 120
nursing students recruited through the census method from
Tabriz Faculty of Nursing and Midwifery, Tabriz, Iran.
Method :
• Participants were randomly allocated to a control group to
receive clinical education through routine teaching method and
an intervention group to receive clinical education through the
CTA model.
Results:
• The mean score of overall clinical skills in the intervention
group was significantly greater than that of the control group
70. Clinical teaching of university-degree nursing
students: are the nurses in practice in Uganda ready?
Published on : 04 January 2021 in BMC Nursing volume 20,
Article number: 4 (2021)
By Drasiku Amos , Gross Janet L., Jones Casey & Nyoni
Champion N.
Objective :A university in Uganda established a bachelor’s degree
in Nursing program and was expecting to use nurses in practice at a
teaching hospital for the clinical teaching of university-degree
nursing students.
This study reports on the perceptions of the nurses in practice
regarding their readiness for the clinical teaching of undergraduate
nursing students.
71. • Sample : A qualitative descriptive research study was
conducted among 33 conveniently sampled nurses from Arua
Regional Referral Hospital (ARRH)
• Method : Five focus group discussions and three informant
interviews were used to generate the data. Data were
transcribed verbatim and analysed using an inductive approach
through thematic analysis.
Results:
• The nurses in practice perceived themselves as ready for
clinical teaching of undergraduate nursing students. Three
themes emerged namely; “Willingness to teach undergraduate
students” “Perceived attributes of undergraduate students”, and
“The clinical practice environment”.
72. SUMMARY
• Through this assignment we learned about various
clinical learning approaches such as Nursing clinics,
Bedside clinic, Nursing rounds, Nursing assignments,
Nursing care conferences, Morning and afternoon
reports, Individual conference, Group conference,
Process recording, Field visit, Laboratory method
,Nursing care plan, Seminar ,Case analysis method ,Case
incident method ,Role playing ,Symposium, Workshop
,Panel discussion.
73. CONCLUSION
• Teaching is the act of communicating in variety of ways
with the individual or group or both at the actual point of
the learners experiences so that he/she can reach his/her
unique potential.
• Clinical teaching involves planning, organizing,
teaching, supervising and evaluating students direct
experiences in patient care and provides students with an
opportunity to make application of theoretical
knowledge to provide improved patient-centered nursing
care.
74. BIBLIOGRAPHY
• Basavanthappa BT, Nursing Education, 2nd Edition,2009,
Jaypee brothers medical publishers, pg no- 520-579.
• Sankaranarayanan B. , Sindhu B. , Learning and teaching
nursing, 4th edition ,2012, jaypee brothers medical publishers,
pg no -93-136.
• https://www.nmsjournal.com/article.asp?issn=2322-
1488;year=2019;volume=8;issue=3;spage=132;epage=136;aula
st=Cheraghi
• https://bmcnurs.biomedcentral.com/articles/10.1186/s12912-
020-00528-5
