1. Problem based learning

2. Clinical instructors hospital based or college based

3. Huda Alrched Dr. Fatamah Mofida Albarrak Ezdehar Jawaher
Group project
Huda Alrched
Dr. Fatamah
Mofida Albarrak
Ezdehar
Jawaher

4. Out line 1.Introduction 2. Philosophy of clinical teaching
3. Define the term & concept
4. Clinical teaching is different from classroom teaching
5. Element of the philosophy of clinical teaching
6. Outcome in clinical teaching
7. Characteristic of an effective efficiency CI
8. Models of clinical teaching
9. What does the teacher need to be as a good teacher in the clinical setting?
10. Recommendation
11.Selecting a clinical teaching model

5. Introduction
Every clinical teacher has a philosophy of clinical teaching, whether or not the teacher realizes it.
That philosophy determines the teacher's understanding of her role, approaches to clinical teaching, selection of teaching & learning activities, use of evaluation processes, & relationships with learners & others in the clinical environment.

6. Philosophy of Clinical Teaching

7. Because to change practice of clinical teaching, educator first must reflect on their fundamental beliefs about the value of clinical education, the roles & relationship of teachers & learners, & how desired outcomes are best achieved.

8. 1.Clinical 2.CIin the college 3.CI in the hospital
Define the following terms
1.Clinical 2.CIin the college 3.CI in the hospital

9. * Clinical teaching is different from classroom teaching
*Because nursing is a professional practice discipline, what nurses & nursing students do in clinical practice is more important than what they can demonstrate in a classroom.
*Clinical learning activities provide real-life experiences & opportunities for transfer of knowledge to practical situations.
*Some learners who perform well in the classroom cannot apply their knowledge successfully in clinical area

10. Elements of a philosophy of clinical teaching

11. 1.Clinical education should reflect the nature of professional practice 2.Clinical teaching is more important than classroom teaching

12. winxp 29/12/1423
many nursing students perceive that the main role of the clinical teacher is to evaluate, & many nursing faculty members perceive that they spend more time on evaluation activities than on teaching activities.
nursing faculty seem to expect students to perform skills competently the first time they attempt them, & they often keep detailed records of students' failures & shortcomings that are later consulted when determining their grades
3.The nursing student in the clinical setting is a learning, not a nurse Sufficient learning time should be provided before performance is evaluated

13. 5.Clinical teaching is supported by a climate of mutual trust & respect 6. Clinical teaching & learning should focus on essential knowledge, skills, & attitudes 5.

14. 7. The espoused curriculum may not be the curriculum-in-use 8
7.The espoused curriculum may not be the curriculum-in-use 8.Quality is more important than quantity

15. Outcomes of clinical teaching

16. Out comes of clinical teaching define
the products of educational efforts
the characteristics is,
* qualities,
* attributes that learners
* display at the end of an education program

17. Why we should consider our outcomes
* the enormous expenditure of resources * on clinical education in nursing, teachers must have clear, realistic expectations of the outcomes of clinical learning What knowledge, skills, & values can be learned only in clinical practice & not in the classroom?
Why we should consider our outcomes

19. Clinical learning activities provide rich sources of realistic practice problems to be solved.
Some problem are related to patients & their health needs; some arise from the clinical environment & often required new mothers of resolving & problem solving strategies

20. Provides direction for how critical thinking is taught & how this outcome is evaluated .
Although most educators would classify critical thinking as a knowledge out comes ,
CT characterize it as a composite of attitudes, knowledge & skills

21. The decision-making process involves gathering ,analyzing, weighing & valuing information in order to choose the best course of action from among a number of alternatives.

22. Are purposeful, complex, movement oriented activities that involve an event physical response requiring neuromuscular coordination.
Requiring neuromuscular coordination.
They include the ability for perform proficiently, smoothly. & consistently, under varying conditions & with in appropriate time limits

23. Used to assess client needs, to plan & implement patient care
Used to assess client needs, to plan & implement patient care. To evaluate the outcomes of care, & to record information
These skills include, communication, therapeutic use of self, & using the teaching process

24. Is important for the nurses to set priorities manage confiding expectations, & sequence their work for perform efficiently.

25. Which represent the humanistic & ethical dimensions of nursing

26. in the ability to provide care that first the cultural beliefs & practices of patients.

27. Include career choices that students & new graduates nurses make when they have clinical experience in various setting

28. That when nurses learn body practice habits from observing other nurses in the clinical environment.

29. Characteristics of an effective & efficiency CI

30. What does the teacher need to be a good teacher in the clinical setting?
Knowledge
To keep current in concepts & theories Interventions,
outcomes of care to be measured & managed,
new technologies & their use in nursing, &
clinical knowledge derived from other fields of research applicable to the practice of nursing.

31. 2. Clinical competence
demonstrate expert clinical skills & judgment.
They know how to function in clinical practice &
can guide students in developing clinical competencies.

32. *has emerged in some studies as the most important characteristic of an effective teacher, at least from the students' point of view.
Continue

33. 3. Skill in clinical teaching
Skill in clinical teaching includes
* the ability of the teacher to assess learning needs,
*plan instruction that meets these needs within the context of the goals & outcomes of the clinical experience,
*guide learning so students gain essential clinical knowledge &
*develop requisite clinical competencies, & evaluate learning fairly.

34. Models of clinical teaching

35. 1.Traditional model
In the traditional model of clinical teaching, *the clinical instruction & evaluation of a group of students are carried out by an academic faculty member who is on-site during the clinical experience. *Academic faculty is directly responsible for guiding student learning in the clinical setting.

36. Advantage of this model is
1.The opportunity to assist students in using the concepts & theories learning in class, through readings, & through other learning activities in their patient care. 2.The teacher can select clinical activities that best meet the students' need & are consistent with course goals & objectives.
Advantage of this model is

37. 3.Since the clinical teacher is involved, to varying degrees, with the nursing curriculum overall, the clinical activities may be more carefully selected to reflect the concepts & theories that students are learning in the course the faculty member, in addition, is a member of the educational system & may be more committed to implementing the philosophy of the nursing program than preceptors.

38. Disadvantage of this model
The large number of students for whom faculty may be responsible, not being accessible to students when needed because of demands of other students in the group, the time commitment for faculty who may have other teaching responsibilities & research goals.

39. 2. Clinical teaching associate model
The clinical teaching associate [CTA] model involves a staff nurse who instructs a small group of nursing students in the clinical setting collaboratively with the lead teacher from the nursing program.
The CTA assumes clinical teaching responsibilities for the students. The faculty member, as lead teacher, works with the CTA to coordinate the overall clinical practicum, design the clinical experiences, assist in the evaluation of student clinical performance, & serve as a resource in

40. 2. undergraduate clinical teaching & mentor for the CTA
2.undergraduate clinical teaching & mentor for the CTA. Similar to the preceptor model, faculty may not be on site during the actual clinical activities. In return for the CTA's time, the faculty may conduct teaching for staff, may provide consultation in the clinical setting & may assist with discharge planning or case management.

41. 3. Clinical teaching partnership model
1.The clinical teaching partnership model varies with the academic institution but is generally a collaborative relationship between a clinical agency & nursing program involving the sharing of an advanced practice nurse & academic faculty member.
2.The advanced practice nurse teacher's students in the clinical setting, often on an individualized basis, with the faculty member serving as course coordinator.

42. 3. The faculty member works closely with the advanced practice nurse to ensure adequate clinical activities for students.

43. Benefits of this model are 1
Benefits of this model are 1.the opportunity to acquire advanced knowledge for practice, develop clinical & technological skills, & gain an understanding of the role for which the student is preparing by working closely with a person in that role. For these reasons, this is often the model of choice for graduate clinical education.
Advantages

44. The model benefits students by pairing them with an expert in clinical practice. With this model, the advanced practice nurse collaborates more formally with academic faculty in research & scholarly activities & also may be involved in classroom teaching in her area of expertise.

45. The faculty member responsible for the clinical course benefits greatly from this close interaction with an expert clinician; through this relationship the faculty member has a direct link to new interventions & technologies in practice, fosters learning by pairing the student with an expert who is in the intended role, & has more time to pursuer scholarly activities.

46. 4. Preceptor model
In the preceptor model of clinical teaching, an expert works with the students on a one-to-one basis in the clinical setting.
Preceptors are staff nurses & other nurses employed by the clinical agency who in addition to their ongoing patient care responsibilities provide on-site clinical instruction for the assigned students. In addition to one-to-one teaching, the preceptor guides & supports the learner & serves as a role model

47. Definition of preceptor
*A registered nurse employed in a *clinical setting who serves as a role model & clinical resource person for
* a specific period of time to an individual enrolled in an approved nursing education program

48. The preceptor has four general
roles,

49. Role model
As a role model, the preceptor *demonstrates effective leadership & interpersonal skills, is clinically competent, is skilled in the use of the nursing process, & demonstrates the ability to apply the nursing process in both routine & complex nursing situations.

50. *Decision making by the preceptor is based on scientific & behavioral principles. *Clinical expertise also includes patient teaching, knowledge & use of resources, & expertise in both basic & advanced nursing skills.

51. Educator
As an educator, the preceptor must be familiar with principles of adult learning.
*Integration of these principles into the educational process help meet the needs of the learner.
*The preceptor, faculty liaison, & student will collaborate to identify the expected outcomes & to design experiences to meet individual learning needs.

52. Advisor As an advisor, the preceptor is a helping role.
*The preceptor provides support by creating an environment to facilitate a sense of psychological safety.
*The student is guided toward self-direction using the strategies of collaborative goal-setting.
*The preceptor facilitates the social & professional transition of the student into the clinical practice setting.

53. Evaluator
As an evaluator, the preceptor is to provide formal & informal feedback to the learner that is objective & based on achievement of expected outcomes.
*The preceptor participates in the evaluation process, providing feedback which motivates learning by validating that the student is achieving the expected out comes

54. Or by identifying additional needed knowledge or skills
Or by identifying additional needed knowledge or skills. *A achievement of goals is reviewed periodically. Evaluation conferences are held on a regular basis final evaluations will be completed by the preceptor & reviewed by the faculty liaison. *The preceptor may make written recommendations for future learning experiences.

55. Internet

56. We found an examples in the internet of college who implement the preceptors models

57. Clinical preceptor—Qualifications & Roles

58. Preceptor qualifications:
1.Expertise in the selected area, as demonstrated by above average performance ratings as reported by supervisor 2. A minimum of two years experience in the clinical setting chosen for the clinical preceptor experience
Preceptor qualifications:

59. 3. A commitment to profession 4
3.A commitment to profession 4. Ability to develop collaborative relationships with faculty & students 5. A willingness to share project ideas & assist students In selecting experiences 6. A willingness to supervise & assist students in meeting course objectives 7. A baccalaureate or master's degree in nursing is preferred.

60. Assists the student in developing a plan which meets the student’s personal professional objectives, course objectives, & unit project priorities Plans with the student for selected clinical experiences which facilitates learning & meets specified objectives.
Preceptor Role

61. 3.Assumes responsibility for determining which experiences are appropriate for student involvement 4. Agrees with student contract 5. Supervises the patient care provided by the student & other activities necessary to accomplish objectives

62. 6. Maintains communication with the student & faculty as agreed 7
6. Maintains communication with the student & faculty as agreed 7. provides guidance & feedback to the student as agreed 8. Participates with faculty & the student in evaluation of the student’s performance in the clinical setting

63. Recommendation

65. Selecting a clinical teaching model
There is no one model that meets the need of every nursing program, clinical course, or group of students. The teacher should select a model considering these factors:
* Educational philosophy of the nursing program
* Philosophy of the faculty about clinical teaching;
* Goals & intended outcomes of the clinical course & activities;
* Level of nursing student;
* Type of clinical setting;
* Availability of preceptors, expert nurses, & other people in the practice setting to provide clinical instruction;
* Willingness of clinical agency personnel to participate in teaching students.