Models of Clinical Teaching

Traditional Model
-the instruction and valuation of student is done by the academic faculty member
who is in the clinical setting.
-instructors accompany groups (8-12 learners) to a clinical agency and assign
them to patients.
- Relies heavily on keeping nursing students in a skill laboratory until they are
proficient with skills.
Preceptor Model- An Experienced and expert nurse in the clinic, work with the
student on a one-to-one basis in addition to the ongoing patient care
responsibility.
Clinical Teaching Associate Model- also called Partnership Model, in here a
staff nurse instructs a small group of students in the clinical setting collaboratively
with the lead teacher.
Advantages

*Traditional Model
-The teacher can select clinical activities that best meet the students needs and are
consistent with course goals and objectives.
-The faculty member/teacher may be more committed to implementing the philosophy of
the nursing program than preceptors hired only for clinical teaching often on a shortterm basis.
*Preceptor Model
-The consistent one-to-one relationship of the student and preceptor provides an
opportunity for the student to work closely with a role model and promotes professional
socialization.
-Enables students to gain an understanding of how to function in the role for which they
are being prepared.
-Students are able to develop self-confidence, improve their critical thinking and
decision making skills, and learn new clinical skills under the guidance of the preceptor.

*Clinical Teaching Association Model

-Provides a way to double the capacity of the nursing faculty and gives the
students an opportunity to be mentored and taught by expert clinicians in that
setting.
Disadvantages
*Traditional Model
-The large number of students for whom faculty members may be responsible; not
being accessible to students when needed because of demands of other students in the
group.
-The time commitment of providing on-site clinical instruction for faculty members with
multiple roles.
*Preceptor Model
-Lack of integration of theory, research, and practice.
-Lack of flexibility of reassigning students to other preceptors if needed.
-Time and other demands made on the preceptors.