1. Effective Teaching and Assessment Strategies for PHN Preceptors
Dr Helen Mulcahy
Sept 19
UCC
Helen Mulcahy 2019

2. Objectives Why is clinical teaching by PHN preceptors important?
What is being assessed?
What are the available strategies?
What is known to be effective?
Helen Mulcahy 2017

3. The challenge
To facilitate the transformation from novice student PHN to competent PHN practitioner
Helen Mulcahy 2017

4. What is being Assessed by Preceptors ( ABA 2003)
Student Centred
Assessment Strategy
Observable Behaviours
Performances
Decision Making processes
Attitudes/ values
Cultural beliefs
Evidence Based Practice
Helen Mulcahy 2017

5. Teaching and learning strategies
Discussions
Case studies
Collaborating
Writing
Presenting
Others ? __________________
From the very beginning with children!
Helen Mulcahy 2017

6. Adult learning: Types of learning fall into three categories:
Knowledge:
-Specific facts, patterns, concepts
Skills:
-practical abilities, measured in speed,precision
Attitudes:
-realizing, feelings, values, motivation
Helen Mulcahy 2017

7.
Helen Mulcahy 2017

8. Adult Learners . . . 1. Are autonomous and self-directed.
2. Have a foundation of life experiences and knowledge.
3. Are goal-oriented.
4. Are relevancy-oriented.
5. Are practical.
6. Need to be shown respect.
Helen Mulcahy 2017

9. Kolb diagrams updated May 2006
Helen Mulcahy 2017

10. The evidence
Limited research on (Simple CINAHL search output =90 clinical teaching effectiveness)
The constituents of effective clinical teaching remain inconclusive (Klimkewicz et al )
Greater focus on undergraduate education
Greater focus on educational setting
Helen Mulcahy 2017

11. Effective clinical teaching
Teacher knowledge
Feedback and communication skills
(Kelly 2007)
Being objective and fair
Showing genuine interest in patient care
(Klimkewicz et al 2012)
Demonstrable clinical competence
Effective communication and collaborative skills
(Girija et al 2012)
Emotional intelligence
(Allen et al 2012)
Helen Mulcahy 2017

12. Student factors (self perceived)
Acceptance by staff
Student teacher ratios
Peer support responding to student questions
Not exposing student weaknesses in front of others
Avoiding (putting students in) embarrassing positions in skill demonstration
Enthusiasm in teachers
Teaching ability and nursing competence
(Kelly 2007, Martens et al. 2009)
Helen Mulcahy 2017

13. Characteristics of Effective Clinical Teachers
3 “A’s,” Ability, Availability and Affability
Clinical competence
Non judgmental
Role model
Enthusiasm
Feedback skills
Availability
Respectful of learners’ autonomy
(Buchel & Edwards 2005)
Helen Mulcahy 2017

14. Lessons from medicine Think out loud Activate the learner Listen smart
Keep it simple
Wear gloves
Adapt enthusiastically
Link learning to caring
Kindle kindness
(Reilly 2007)
Helen Mulcahy 2017

15. Behaviours v. strategies
Effective Strategies?
Questioning
Role modelling
Providing guidance
Evaluating performance
Helen Mulcahy 2017

16. Kolb Experiential Approach
Start-up - introduce the learning experience
Experience - an activity, a case study, a participatory lecture, a small-group discussion, etc.
Debrief - discuss the learning experience
Unveil Concepts - take a broader view: what are the concepts and the principles that were learned?
Execute - discuss application of the concepts and principles to everyday work and to the real world
Helen Mulcahy 2017

17. http://www. practicaldoc
Helen Mulcahy 2017

18. Emotional intelligence
What is Emotional Intelligence?
Emotional intelligence (EI) refers to the ability to perceive, control and evaluate emotions. Some researchers suggest that emotional intelligence can be learned and strengthened, while others claim it is an inborn characteristic.
Helen Mulcahy 2017

19. Specific implications for practice
Adequate preparation and reflection
Clarify expectations of the teaching and learning triad (preceptor, student and HEI)
Develop emotional intelligence
Three themes – organisational issues, appropriate supervision and authentic experiences (Al Haqwi et al 2010)
Helen Mulcahy 2017

20. References
Allen D. ,Ploeg J. & Kaasalainen S. (2012). The relationship between emotional intelligence and clinical teaching effectiveness in Nursing faculty. Journal of Professional Nursing 28 (4) Buchel, T.L. & Edwards, F.D. (2005) Characteristics of effective clinical teachers. Fam Med, 37(1), Girija K.M. (2012) Effective clinical instructor – a step towards excellence in clinical teaching. Journal of Nurse Education 4 (1), Kelly C. (2007) Student’s perceptions of effective clinical teaching revisited. Nurse Education Today 27, Klimkewicz P. (2012) Nursing students and faculty perceptions of effective clinical teaching behaviors. Doctoral Dissertation. Walden University USA Martens M., Duvivier R. van Dalen J. Verwijnene G. Scherpbier A. van der Vleuten C. (2009) Medical education 43 (2) Reilly B.M.(2007) Inconvenient truths about effective clinical teaching. Lancet 370 Aug 25, Al Haqwi A., van der Molen H., Schmidt H. Magzoub M. (2010) determinants of effective clinical learning: a student and teacher perspective in Saudi Arabia. Education for Health: Change in Learning and Practice 23 (2) 14p
Helen Mulcahy 2017