LESSON PLAN

ON

CLINICAL TEACHING METHODS.

Submitted by: submitted to:

Ms Karuna Nidhi mrs.meenakshi dhyani
MSc MHN 1st Year lecturer
Dept;community health nursing

Submitted on:
SUBJECT:NURSING EDUCATION AND COMMUNICATION

UNIT :

TOPIC :CLINICAL TEACHING METHODS

GROUP:

PLACE:

DATE:

TIME:

TEACHING METHOD:LECTURE CUM DISCUSSION MEHTOD

INSTRUCTIONAL AIDS:

STUDENT TEACHER: KARUNA NIDHI

NAME OF EVALUATOR:

PREVIOUS KNOWLEDGE OF STUDENTS: THE STUDENT SHOULD HAVE SOME KNOWLEDGE

REGARDING CLINICAL TEACHING METHODS
GENERAL OBJECTIVE:

At the end of this teaching class the students will acquire adequate knowledge regarding clinical
teaching methods,definition,outcomes,..clinical teaching skills,factors influencing it,guidelines for
selection of clinical methods,clinical teaching methods and will apply this knowledge in selection of best
clinical teaching method to provide the best teaching to a group of patients or students.

SPECIFIC OBJECTIVE- At the end of this class students will be able to-
 Define clinical teaching methods.
 Explain philosophy of clinical teaching methods.
 Describe outcome of clinical teaching methods
 Enlist the clinical teaching skills
 Explain the factors influencing clinical teaching.
 Describe guidelines for selecting clinical teaching.
 Enumerate clinical teaching methods.
 Sl TIME SPECIFIC CONTENT TEACHING EVALUATION
No. OBJECTIVES LEARNING
ACTIVITY WITH
AUDIO VIDEO
AIDS
1 1 TIntroduc INTRODUCTION:
min e the topic
The clinical teaching is a type of group conference in which a patient or
patients is or are observed and studied, discussed, demonstrated And
directed towards the further improvement of nursing care.
In nursing clinical teaching may be given by the doctor in order to discuss
the medical aspects of a patient’s condition more vividly that can be done in
the class room.
Alternatively the clinical can be given by any faculty member that is clinical
instructor or tutor or ward staff and will concentrate on a particular
patient’s needs as a person and how the doctor’s treatment orders can be
met by the right understanding and nursing care.
Definition of clinical teaching: What is the
Defining the definition
The ideal way to teach Clinical Nursing is center the teaching around specific
2 topic students of clinical
To Define patients. are writing teaching?
2 the topic. notes.
min
3 2 To Explain Teacher is Explain the
PHILOSOPHY OF CLINICAL TEACHING :
min the explaining the philosophy
philosophy Philosophy determines the teacher’s understanding of his or her roles, philosophy and of clinical
approaches to clinical teaching, selection of teaching and learning activities, students are philosophy
use of evaluation processes and relationships with learners and others in writing. ?
clinical setting. Philosophy of clinical teaching is a set of beliefs about the
purposes of clinical education and the responsibilities of the teachers and
learners in clinical setting.
To change their practice of clinical teaching, initially educators should reflect
on their fundamental beliefs about the values of clinical education, roles
and relationships of teachers and learners and how desired outcomes are
best achieved.

Outcome of clinical teaching:

Outcome of clinical teaching include knowledge, skills and attitude that Teacher is
4 7
To describe are accomplished through clinical teaching and learning. describing the Describe
min
the (A)Knowledge:- outcomes and the
outcomes Clinical learning activities should focus on the development of the students are outcomes
of clinical knowledge that can not be acquired in the classroom or in any other writing. of clinical
method . learning setting. Knowledge outcomes include cognitive skills in the method?
(a) problem solving (b) critical thinking (c) decision making.
(a) Problem solving: ability is significant outcome as the problems
related to the patient’s or in the health care environment is unique ,
complex and ambiguous and often requires innovative methods of
reasoning and problem solving strategies.
(b) Critical thinking : it is a process used to determine a course of action
following data collection that is relevant and appropriate, analyze the
validity and utility of the data, evaluating multiple lines of reasoning
and arriving to valid conclusions. Critical thinking is enhanced by
attitudinal dimensions of self confidence, maturity and
 inquisitiveness.
(c) Decision making: it involves gathering, analyzing, weighing and
valuing information in order to choose the best course of action from
a number of alternatives.
(B) Skill :-
It is the most significant outcome of clinical teaching. There is three
types of skills included in this.
(a) Psychomotor skills :
They are purposeful, complex, movement oriented activities that an
overt response requiring neuromuscular co-ordination. They
compass the carry out proficiently, smoothly and consistenly under
carrying conditions and within appropriate time limits.
(b) Inter personal skills :
They are used to the patient’s needs, to plan and implement patient
care, to evaluate the outcome of care and to record and disseminate
that information.These skills are communication using the teaching
process and therapeutic use of self.
(c) Organizational skills :
Nurse require these skill in order to set priorities, manage
conflicting expectation and sequence their work to perform
efficiently. Clinical learning activities provide opportunity for
learners to develop leadership, followership and management
skills.
(C) Attitudes :-
Clinical learning produces important outcomes in attitudes and values
that represent the humanistic and ethical dimensions of nursing.
Professional nurses are expected to inculcate and act on certain values
with regard to patient care and to use the process of koral reasoning,
value clarification and value injury. These values are developed and
internalized through the process of professional socialization.
6 6 To Enlist Teacher is Enlist the
Clinical teaching skills:
Min the clinical enlisting the clinical
teaching  Assess learning needs of the students, recognizing and accepting teaching skills teaching
sills the individual differences. and students are skills?
 Communicates the objectives and expectations very clearly to making notes.
students before providing clinical experiences to the students.
 Considers students needs and goals in planning the clinical
experiences.
 Plan assignments that help in application of theoretical
knowledge in clinical practice and promote acquisition of
knowledge and development of skills.
 Structures clinical assignments and activities in clinical practice
so that they can accumulate on one another.
 Explain accurately concepts and theories applicable to patient
care.
 Demonstrates effective clinical skills procedures and use of
technology.
 Provides opportunity for students to exercise clinical skills and
procedures considering the individual differences among
students.
 Provide adequate exercises for students to solve problems, arrive
at clinical decision and use of critical thinking.
 Guides learning and student’s use of resources for learning.
 Is available always for students and especially when they need
assistance.
 Provides specific timely feed back on student’s progress.
 Encourages students to execute self evaluation
 Correct mistakes immediately and supervises till students perform
correctly.
 Display fairness in evaluation
  Uses variety of clinical Teaching:
7
5  Strategies to create interest among students. Explain the
min To Explain Serves as role model for students. factors
the factors Factors influencing clinical teaching: Teacher is influencing
influencing explaining the clinical
Irby and papadak ids identified 6 factors that are associated factors teaching?
clinical
with excellence in clinical teaching. influencing
teaching.
 Knowledge and analytical ability clinical teaching
 Organization and clarity of presentation methods.
 Enthusiasm and stimulation of interest
 Group interaction skills
 Clinical supervision skills
 Clinical competence and professionalism
 8 3 To Describe Teacher is Describe
Guidelines for selecting clinical teaching:
min guidelines Describing guidelines
for  Selection of method must be appropriate to objectives and desired guidelines for for
selecting behavioral changes. selecting clinical selecting
clinical  Selection of method must be in accord with principles of learning. teaching. clinical
 Selection of method must be in accord with capacity of the student. Students are teaching?
teaching.
Know your student. making notes.
 Selection of method must be in accordance with availability of
resources.
 Selection of method must be in accord with teacher’s ability to use it
effectively and creatively.
Clinical teaching methods:
Enumerate
To - Case method Teacher is clinical
Enumerate The case method of teaching and learning is often used with teaching
9 15 Enumerating
clinical group discussion. Hippocratus had used it as a method of methods?
min clinical teaching
teaching teaching medicine .In nursing case method has been extensively
methods.
methods. used as a prime method of teaching than any other methods.
Florance nightingale used a modification of the case study in the
teaching of nursing students. She adviced students to own a
note book to make a note of exceptionally interesting cases and
later quizzed them to evaluate how much of learning had taken
place.
There are three methods of which are identified as ;
 Case study
 Case analysis method
 Case incident method
 A) CASE STUDY:

Case study describes the life history of an individual or all of

the factors which affect a situation. It gives the breadth and
depth of an individual . the nursing case study centers on the
patient, his problems, his needs and nursing care. Both medical
and nursing care studies almost attain the well rounded picture
of the patient from the onset of the problem that is before
hospitalization as well as entire facts about his illness and
treatments.

B) CASE ANALYSIS METHOD:

Case analysis method of teaching focus on a central situation

which requires some decision or solution . it presents a
concrete case for analysis and discussion by a group of
students under the guidance of the clinical instructor. Adequate
information presented to the students for them to make
judgement on the problem or situation.

Objectives of the case analysis method :

 Develop a mind that has the power to transfer from familiar

type of problems to new ones and to be able to explain
wisely the basis for a decision.
 Develop the ability to master a tangle of circumstancial
evidence , selecting important factors from a whole set of facts
and weighing their importance in the context of the base.
 Enlarge the ability to utilize ideas, to test them against the facts
of the problem , to examine ideas and facts and to discuss
ways which make them appropriate for the solution of the
problem.
 Extend the ability to utilize data from experience as a test of
validity of the ideas already obtained with flexibility to revise
goals and procedures when the need arises.
 Expand the ability and communicate thoughts to others in a way
which stimulates further thought.
 Develop the ability to use ideas in theoretical form to create a
framework of general propositions from a problem solving
experiences.

C) CASE INCIDENT METHODS :

Case incident method of teaching is a modification of the case analysis
method. Originated by Paul and Faith Pigors. It focuses on a critical or
crucial incident in a case or situation which requires immediate decision
and action. It does not present any background information ;it just
pinpoint the incidents which requires solution. The case incident may
be used in various ways. It may be used in such a way that part of the
procedure is to gather the background information on the case or to
describe what would be needed to make a logical decision. The most
usual way of using the case incidents is to state the incident and then to
ask the student what they would do in a similar situation and to give
their seasons for their decisions. The students may be asked to make
written statements which would be discussed later in the class. The case
incident of teaching may be used in class room. In clinical conferences,
in testing and evaluating students. Many of the objectives identified for
the use of the complete case analysis method of teaching and learning
also may be attained through the use of this technique but not with the
same degree of depth and understanding, for it is a much less
complicated and rigorous technique of learning and teaching.
The Pigors , the originators of the case incident technique, suggest
that it be used in a five phase process.
Phase 1: The Incident: After discussing the various factors which may
influence the behavior of adult hospital, the class is presented with
an incident taken from a life situation .
Phase 2: Getting the facts: The students are now asked what
information they need before they can make an effective and
intelligent decision. The leader has the fact of the case and gives them
as requested by the group. A group member may be asked to
summarize the fact that are brought out before, to check if any aspect
is left out
Without explanation. These may be highlighted on the blackboard.
When the facts have been developed adequately, the group is ready
to enter the next phase.

Phase 3: Determining the source of the problem and the

consequences : In this phase the group tries to determine what the
crux of the problem is that needs immediate decision and what the
possible consequences may be if an immediate decision is not made
and acted upon.
Phase 4: Stating decisions and reasons for decisions by individuals
students :
Each student is asked to write she would have done in that particular
situation.

Phase 5: Identifying the major decision and issues raised by the

individual students through group discussion:
If the class group is small, each student can be given opportunity to
give her decision and reasons for it, which are then discussed by the
group. In contrast , if the class is large, small group may get together
and clarifies issues raised and summarize the decision reached before
joining the full class for discussion. The objective of this phase is to
identify and to discuss the major decisions and issues raised by the
individual members of the class and to classify them into categories.

D) NURSING CARE STUDY:

Nursing case study describes the actual nursing care of the patient. It
is a case study in which there is a holistic of the individual patient to
bring about complete understanding of the required nursing care, to
provide a factual basis on which to plan and to implement nursing
care, to get a perspective and understanding of patients total care,
with particular emphasis on continuity of the patient care. A nursing
care study may be hypothetical one , it may be a real life one, either
previously written or presently being studied and prepared by a
student.

Advantages of Nursing Care Study:

1. Stimulates students to utilize critical thinking, reflective practical

skills.
2. Students learn to see the patient as a person. Students are
directed to consciously plan a program of nursing care adapted to
the need of a patient.
3. It accentuates health and social aspects of nursing .
4. It points out the relationship and the cooperation of the various
disciplines interested in patient’s problems.
5. Acquaints the students with professional literature pertaining to
nursing problems.
6. Enables the students to compare the book and clinical picture.
 7. Helps the student to integrate all his / her knowledge of the
various subjects.
8. Contributes to the building up of a specific body of knowledge in
nursing science.
forms and presentation:
The nursing care may be :
(a)Written and
(b)Oral.

Advantages of written and oral nursing care study

Advantage of written Advantage of oral nursing care study
nursing care study
 It provides for  It provides an opportunity for the
individual instructor to direct a student’s thinking
differences of the into new channels and to correct
student. errors of information.
 It provides an  It serves as a basis for a better
opportunity for personal understanding and a
self-expression in relationship between a instructor and
writing. the student.
 It provides  It is time saving. It does not require
experience in lengthy recopying of notes into
organizing and acceptable form.
writing a paper in a  It offers an opportunity for public
scientific manner. speaking experience.
 It provides a source  Discussion is invited after presentation,
of material for the case becomes cooperation and all
future reference. benefits from the study. This is a
source of motivation to the student
because he / she shares the benefits of
 his /her study with other student ts.
 The student feels the thrill of
achievement in presenting his / her
study to others.

Disadvantage of written and oral nursing care study

Disadvantages of written Disadvantages of oral nursing care study
nursing care study
 It leaves no  It does offer an opportunity for writing
opportunity once and other creative expression because
the study is only notes are used for presentation.
complete, to  It leaves no record for future
branch out and references.
intertwine novel
ideas.
 It needs a great
deal of time to
rewrite into an
acceptable form.
 B.
- Process recording
A learning tool which aids a student to develop observation and
communication skills .
DEFINITION OF PROCESS RECORDING:
1. The process record as "a verbatum account of a visit for purpose of
bringing out the interplay between and the nurse and the patient in relation
to the objectives of the visit". —Walker
2. Process recording as "an exact written report of the conversation
between the nurse and patient during the time that they were together. It is
also record of the nurse's feelings about what was going on at that time and
of the observations of the patient's behavior during the conversation. -
Hudson
3. Process recording is a written reports or verbatum recording of all that
transpired immediately before, during and immediately following the nurse-
patient interaction. It may be written during the interaction or immediately
after the one-to-one interaction.

C.
PURPOSE OF PROCESS RECORD:
 Guide the student in the development of self-awareness of own
D. behaviours-verbal and nonverbal on patient.
E.  Encourage students to use variety of strategies to accomplish
the stated communication goal.
 Enable student to become more objective in the processing of
F. patient messages.
G.
H.  Create opportunity for students to propose alternative
response to patient messages for faculty feedback.
 Provide the student with the comparative record of own
progress in the development of communication skill.
 Help the teacher to gain understanding of student’s progress in
the ability towards therapeutic communication.
The process record may be used as a data-collecting instrument
for the following three purpose communication.
1. As a teaching tool
2. As a self-evaluating tool
3. As a therapeutic tool.
PROCESS RECORDING TECHNIQUE:
There are three important phases in process recording that are give below :
1. Prepare the student for process recording
2. Prepare nurse – patient interactions.
3. Evaluating the interactions by the instructor and the students.

1. Prepare the student : The teacher must assist the student to define
clearly the appropriate objectives to be accomplishing regarding nurse-
patient interactions. Then, the process record as a teaching and learning
tool should be discussed with the light of these objectives and also to
determine how it can be used best to accomplish the desired goals.
Subsequent with this, teacher should guide the students to write process
records.
2. Recording nurse- patient interactions: When used as a learning tool
there are four significant parts in process recording. They are (a) the
exact verbatim report of the patient- nurse conversation (b) The students
conscious feelings and his / her interpretation of the patients feelings (c)
Analysis for meanings and clues to patients need and (d) The Instructors
and students evolutions of the total process recording experience.
 There are number of conditions which have to be met if process
recording is to be an effective teaching and learning instrument. They
are :
 A minimum of two people
 Reassurance of the patient regarding the confidentiality of the
interview. The student also must be impressed with the
importance of keeping the interview material confidential.
 Recording of all verbal interaction.
 Notations of thoughts, feelings and actions that the student
experiences during the interaction.
 Notations on the non- verbal communication of the patient.
 Notation of the interaction done as soon as possible after
interaction occurs. Noting the time lapse between interaction and
actual recording.

Advantages of Process Recording.

 Helps students to have an objective look of his or her own
communication skills.
 Provides teacher with an accurate account of the students clinical
learning experience.
 Assists the teacher to explore the areas where students require
improvement a refine in communication skills.

Disadvantages of Process Recording :

 Lengthy involvement of time in teaching and implementing this tool.
It cannot record all subtle nuances such as tones of voice, mannerisms,
timing etc. as well as other non verbal cues which a nursing student could
miss.
- Nursing clinic
The nursing clinic or patient presentation 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. The purpose is the improvement of nursing care. Students have the
opportunity to sharpen their observation and interviewing skills while
simultaneously developing increased ability to see relationships between
the patient's concept of his health and nursing problems and his resources
for coping with the total problem and the nurse's concept of the patient's
problem and how it might be solved.
The group discussion generally consists of three phases:
(i) the introduction,
(ii) the patient-centered discussion, and
(iii) the evaluation discussion; the patient is present only during phase two.
The introductory phase serves to acquaint the students with the patient's
background, presenting nursing care situation, the purpose of the
discussion, significant observations, types of questions to be asked, and
needed information. During the patient-centered discussion, a few simply
asked questions directed to the patient are usually sufficient for obtaining
the needed information. Such an approach opens the door to many other
ways of developing the student's views of the patient's problems and the
patient's.

The nursing clinic is a group discussion which utilizes the presence of a

selected patient, whereby the nursing aspects are presented and discussed.
.
Purpose:
1. To apply theory into actual practice by observing interviewing and
studying a patient.
2. To apply knowledge and experience to the real life situation.
3. To understand certain types of apparatus.
4. To improve the nursing care.
Size: Small size, approximately 15 students.
Preplanning the Clinic
1. Determining the purpose of the clinic.
2. Selecting a patient for home students have given the nursing care.
3. Securing the patient's consent.
4. Selecting the setting to be used, i.e. bedside or conference room. 5.
Provicing advance preparation of the students.
Levels of Discussion:
1. Introduction.
2. Patient centered discussion.
3. Post-clinic evaluation discussion.
- Bed side clinic
Bedside clinic always entails the presence of the patient. Either the group
visits bedside or the patient is brought to the conference room.
FORMS OF BEDSIDE CLINICS
 Clinics may be given by the doctor in which case symptoms and medical
therapy are emphasized.
 Nursing clinics are conducted by head nurse by clinical instructor
PURPOSE
1. To provide a learning experience for nursing student to collect
information about the patient with tact and skill.
2. To improve the student's ability to solve nursing problems by detailed
study and analysis of nursing situation.
3. To realize the need for understanding each patient as an individual in
order to appreciate his problems and outlook.
4. It helps the student to do nursing observation in an organised systematic
way.
5. To be able to work out a nursing care plan to fit the needs of individual
patient on the basis of his special problems.
6. To be able to recognize opportunities for health teaching in the hospital.
7. To understand certain types of apparatus being used on patients. 8. To
improve the quality of nursing care.
- Individual conference
Individual conference is described as conversation with purpose. This
specific purpose in the interview is to obtain facts or to provide
information. The skills essential in successful use of individual conference
are skills in observation; in the use of setting; in the establishment of
rapport; in meeting resistance ; in recognizing ambivalent feelings; in the
establishment of authority; in the use of questions and silence as a skillful
procedure.
The individual conference can be used by the clinical instructor to clarify
class material, to supplement instructions, to explain answers to questions
of individual students which do not concern the entire class. It can also be
used as a means of assisting the individual who is having difficulties in
keeping up with the class or the student with the potentiality of advancing
ahead of the group as a whole. Individual conferences facilitates nursing
students to understand the relationship between class content of courses
and the application of problems of nursing practice and patient care. It can
be a means or bringing unity to the entire nursing course, by helping the
student in integrating his / her previous knowledge and experience in
relation to the present learning experience.

Purposes:
1. To guide in teaching.
2. To acquire more knowledge.
3. To discover the interests, needs and the problems of the individual
student.
4. To help the student to help herself/himself.
Technique of the individual Conference:
1. Teacher should establish good rapport with the students.
2. Allow him to talk freely
3. Teacher should not show any prejudices, emotional reaction or bias
Principles of individual conference:
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
- Nursing care conference
Nursing care conference is a method of teaching, which provides an
opportunity for an informal discussion of a problem and free exchange of
knowledge and experience about the common interest and it consists of a
group discussion using problem solving techniques or nursing process.
A nursing care conference is designed around a consultation visit of a clinical
nurse specialist. But more frequently they are designed for the staff of a
specific nursing unit, and are planned around some aspect of nursing care or
focus on a scientific nursing problem presented by a patient in that unit.

A nursing care conference is a "course of action discussion, the focus is on

assessing the nursing problem arriving at possible solutions, helping staff to
examine a patient's problems from his point of view".

Planning and Preparation :

1. The organizers should prepare well in advance regarding particular
conference.
2. Before presenting, the student will have collected all the data regarding
the patient. She will have worked with that patient and collected
information about the signs and symptoms since how long the patient is
sick, the laboratory finding, his family back grounds, socioeconomic
conditions, etc.
 3. The conference should be planned in relation to the objective of the
conference and it should be spontaneous in nature.
4. The student should be given ample opportunity to work in the ward for
quite a good amount of time before she is assigned to present in the
conference.

Technique:
1. The nursing care conference is used as a consultation tool to help in
problem solving.
2. The teacher must be flexible and she will help the students during
discussion.
3. The conference should involve all the students in discussion. The teacher
involves all the students by putting questions, giving guidance and
rechanelling, if necessary.
4. Teacher has to draw out the potentials of the students to the maximum in
discussion. She will provide ample time for the students to think.

Phases
The nursing care conference is used as a consultation tool to help in
problem solving. It has got three phases. They are:
(1) Opening phase,
(2) Working phase
(3) Closing phase.

Advantages
1. It helps the students to collect the information in creative way, i.e. the
students will be able to validate the data pertaining to the situation and
appropriateness.
2. It provides real practical learning environment to the students.
3. It fortifies the thinking of students, thereby the creativity and judgement
capacity will be increased.
4. It provides free opportunity to think.
5. Each member will be actively participating in the conference.

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.
- Teaching rounds
The aim of teaching round is to acquaint nurses/ student nurses with all
patients on the ward in order that better understanding and more
purposeful care may be achieved for each patient. Usually all patients are
visited on rounds and the visit is accompanied by a discussion pertaining to
each patient’s care.
TYPES OF WARD ROUNDS :
 Rounds with doctors.
 Rounds to discuss psychological problems.
 Nursing rounds.
 Medical round for nurses.
 Rounds with physical therapists.
 Social service rounds.
K
- Nursing assignment
DEFINITION OF ASSIGNMENT :
The assignment applies to that part of instructional activity devoted to the
clear recognition and acceptance by the pupil of the next unit of learning to
take place and of the processes by which this learning may be achieved
most effectively.

DEFINITION OF CLINICAL ASSIGNMENT

It is that part of learning experience where the students are assigned with
patients or other activities concerning to patients in clinical laboratory.
OBJECTIVES:
1. To provide the patient with the best possible nursing care.
2. To plan assignments which are interesting to nurses and stimulating to
their professional growth.
3. To provide a well-rounded educational experience for student nurses.
4. Achieving good ward management.
- Morning and evening reports
DEFINITION:
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 a service.
TYPE OF REPORTS
1. Oral report:
Oral reports are given when the information is for immediate use
and not for permanency. They may be based on material included in a
written report. An oral Report is made by the nurse who is assigned to
patient care to another nurse who is planning to relieve her. The head
nurse makes oral reports to the supervisor, the nursing office and the
doctor.

2. Written reports:
Reports are written when the information is used by several people
or is more or less or permanent value. Day and night report census,
interdepartmental reports to admitting and business office, are all included
in written report.

CRITERIA FOR A GOOD REPORT

 Report should be made promptly, if they are to serve their purpose
well.
 A good report is clear, concise, complete. If it is written all pertinent,
identifying data are included, the data and time, the people concerned,
the situation, the signature of the person making the report.
 It is clearly stated and well-organized for easy understanding. No
extraneous material is included.
 Good oral reports are expressed and presented in an interesting manner
and important points are emphasized.
 A good report is unhurried.

reports between the head nurse and her assistant :

The assistant head nurse should know everything pertinent to
the management of the ward even though she may never be concerned
with parts of the information. The well-informed assistant head nurse
knows the condition of all patients, the treatment they are receiving,
observations which are to be made, changes in the ward and hospital
routine, etc. In other words, she has all the information she needs to keep
the ward running smoothly without interruption of waste of time. When the
head nurse returns to the wards after hours or days of absence, the
assistant head nurse tells her all changes in the situation including the
condition, the patients and happening during her absence. It is advisable for
the head nurse and her assistant to keep, in a note book or in a note pad
memoranda of information which they plan to report.
Reports Between Nurses Who Are Assigned to Bedside Care
Contents reports of students and staff nurses to those who are to
relieve them include the condition of all patients assigned to her care
treatments, and medications which have been given and those which are
due, adaptations in method required by each patient, information about the
patient as a person and his diagnosis if these are not already known to the
relieving nurse.

Reports to the Clinical Instructor:

Reports to the clinical instructor include everything in the ward
situation which affects the educational process. Hence they receives the
same report relating to patients as that given to the administrative
supervisor. Since she is responsible for teaching the instructor especially
needs information about concerning new drugs as well as therapeutic and
diagnostic measures which are being used.

Report of the Charge Nurse to the Physician:

The specific information which every doctor expects to receive from
the nurse incharge of the ward relates to his patients under her care. He
wishes to be told of the symptoms which they show, the results of
treatment, inability to carry out his orders and difficulties or mistakes in
doing so.

Day, Evening and Night Reports :

The change of shift report is the oldest report in the nursing
service. Since, its longevity attests to its importance in carrying forward the
goals of the enterprise. Though, it has undergone so many changes over the
years, it remains essentially a transmission instrument for the care of
patients from one set of works to another, using a written report, the
nursing care plan as contained in a card file, and patients charts. Some
institution include only the sickest patients in the written report. Others
include them all. It may help the day nurses to start the day more easily if
the night nurse includes in her report a list of the patients on whom new
orders have been written.
The daily census, or the number of patients in the hospital at
midnight, furnishes important source material for hospital statistics. It can
be readily understood that census figures must be correct.
- Role play
DEFINITION :
Role playing is a relatively new educational technique in which people
spontaneously act out problems of human relations and analyze the
enactment with the help of other role players and observers.

Role playing, sociodrama and psychodrama are closely related and the
terms role-playing and sociodrama are frequently interchangeable.

PURPOSES OF ROLE-PLAY IN NURSING

1. To convey information.
2. To develop specific skills.
3. To develop a situation for analysis.
4. To prevent alternative courses of action.
5. To prepare for meeting future situations.
6. To develop understanding of points of view of others.
7. Increasing their insight into typical ways of dealing with them.

PRINCIPLES OF ROLE-PLAY
11. To convey information.
2. To develop specific skills.
3. To develop a situation for analysis.
4. To prevent alternative courses of action.
5. To prepare for meeting future situations.
6. To develop understanding of points of view of others.
7. Increasing their insight into typical ways of dealing with them.

ROLE OF A TEACHER IN ROLE-PLAY OF TEACHING

1. This provides the teacher with the opportunity to note individual student
needs by observing and analyzing her needs in a real life situation.
2. Assist the student in meeting her own needs by either giving her or
encouraging group members to give her on the spot suggestions.
3. Encourage independent thinking and action by stepping aside on giving
indirect guidance to emphasize them to themselves.
4. The teacher can correct the errors and use the role-play for specific
teaching on the subject.

LIMITATIONS OF ROLE-PLAY:
1. Role-play places undue emphasis on the dramatic aspects.
2. It cannot be used successfully till the group understands and accepts it as
a method of learning.
 L.
10
- Field trip
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. Field trip is one of the most concrete and most realistic
educational procedures. It is one of the oldest method used even by the
early Greek teachers.

DEFINITION:
An educational trip is defined as 'an educational procedure by which the
students obtain first hand information by observing places, objects,
phenomena or activities and process in their natural setting, to further
learning'.

PURPOSES
1. To provide real life situations for first hand information.
2. To supplement classroom instruction, to secure definite information for a
specific lesson.
3. To serve as a preview of a lesson and for gathering instructional
materials.
4. To verify previous information, class discussions and conclusion of
individual experiments.
5. To serve as a means of arousing specific interest in materials objects,
places or processes.
6. To create teaching situations for cultivating observation, keenness, and
discovery.
7. To serve as a means to develop positive attitudes values, and special
skills.

ORGANISATION AND PROCEDURE OF FIELD-TRIP

A. Preplanning.
B. Actual conduct of the trip.
C. Evaluation.

A) Preplanning :
• By teacher
• By students
By the teacher :
1. Decide on the trip.
2. Know the resources.
3. Obtain administrative sanction of school/college.
4. Dealings with the organisation - obtain permission, data and time, visit
and know the resources. Inform the objectives.
5. Arrange transport, time, date.
6. Prepare the students with theoretical base.
Teacher plans with the students:
1. Formulate objectives.
2. List down specific information to be obtained.
3. Formulate questions to be asked to the guide and prepare guide sheet.
4. If a large group, divide and allot specific jobs.
5. Brief them-equipments or accessories needed, data and time of
transport, actual location, set up, conduct and behavior during the trip,
safety precautions to be observed.

B)Actual conduct of the trip:

1. Follow the schedule.
2. Strictly follow safety precautions.
3. Observe and collect information needed.
4. Collect source/study materials if provided.
5. Teacher supervisors, and call attention to the pertinent points.
6. Observe formalities and extend courtesies.
Points to Remember
• Trip should follow in an orderly manner.
• Do not cause disturbance to the organisation.

C)Evaluation phase :
1. Should be done as early as possible.
2. Students write a report with the observations, effectiveness of the trip,
and difficulties faced.
3. Teacher evaluates the reports by the student.
4. Teacher prepares an evaluation and along with specific observations from
the students maintains a record which can be referred later.
5. Conducts discussion with the students.

DISADVANTAGES OF FIELD TRIPS

1. Field trip is time-consuming.
2. Careful planning is required.
3. Many parties to be involved, cooperation, coordination of various
agencies required.
4. Transportation may be a problem.
5. Since the students are going out of school/college premises it is risky,
safety precaution essential.
6. If the group is too large, effective observation becomes difficult.
7. Inability to schedule the trip in time when the unit is taught.
8. It involves cost, i.e., sometimes cost involvement is more.
SUMMARY:
The objectives of clinical experience are obtained through various methods
of clinical teaching. Each method of clinical teaching has its own merits and
demerits. It is the responsibility of the clinical instructor to select the apt
method of clinical teaching based on the objectives, type of experience and
the level of the students involved in the scenario.
BIBLIOGRAPHY:

1) KP Neeraja “TEXTBOOK OF COMMUNICATION AND EDUCATION TECHNOLOGY FOR NURSES” 1/e edition ,2011 published by
JAYPEE page no133-135.

2) shyamala D manivannan “NURSING EDUCATION AND QUALITY ASSURANCE IN NURSING COLLEGES” 1/e
edition ,2016,published by Jaypee pg no-161-196.

3) veerabhadrappa GM “THE SHORT TEXTBOOK OF NURSING EDUCATION”1/e edition published by Jaypee pg no 84-96.

4)https;//blog.teachmint.com/clinical-teaching-methods/amp/