You are on page 1of 28

CLINICAL TEACHING

 Designed to provide them with the


opportunities to have actual contact
and interaction with the patients or
clients

 To apply what students have learned


in a classroom, community and skills
laboratory with the simulated
environment to real- life settings
Purposes of clinical laboratory

 1. offers the students to apply


theoretical concepts,
rationales, procedures and
propositions they have
learned in the classroom
 2. skills learn in the nursing
arts are perfected in the
clinical area
 3. skills of observation. problem-
solving and decision-making are
refined and honed in the clinical
settings (interact with pts in varied
conditions and situations

 4. aided by the clinical instructor


student is able to organize all the data
that they are able to compile
(including performing intellectual and
psychomotor skills)
 5. cultural competence
interact with culturally diverse
patient

 6. student learned skills of


socialization (behaviors and
values are acceptable or
unacceptable)
MISUSE OF THE
CLINICAL
LABORATORY
 1. what is suppose to be a learning experience
becomes an employment experience
(clinical area)
-Ci’s learning objectives in the RLE-
coincide with present lesson
2. students who has just started the RLE is
given too much responsibility 
anxiety instructor fatigue and
increase chance of error
 3. learners are supervised
and evaluated more than
they are taught –perform
rather practice
MODELS OF
CLINICAL
TEACHING
 1. CI is in charge of 8-12 students

 2. students are retained in the nursing


skills laboratory until they are
proficient in the skills required by a
certain nursing procedure

 3. clinical nursing course should be


conducted in classroom before they
are sent to the clinical area
PREPARATION FOR
CLINICAL INSTRUCTION
 Planning includes:
1. choosing clinical and community agency- allow for
maximum learning experience
2. staff who can serve as good role models for
students- aware of their role as members of
teaching hospital or facility
3. accessibility or safety of the site – CHN immersion
4. drawing up a contract between the school and the
agency
CONDUCTING A
CLINICAL
LABORATORY
SESSION
Teacher activities include:

Preconference –working with the students


during preparation for the clinical
experience
 Obtained:
-info. obtained by students-client treatment and
diagnosis
-NCP – individualized nursing care
Practice session- working with the
student at the time of actual patient
care
 a. assist the students in making the necessary
applications and developing the desired
competencies
 B. provide support and supervision- allow students
enough freedom to practice skills and
decision making
Postcare conference
 – very helpful and maybe conducted in a
classroom or conference room

 Ideal time to point out application of theory


to practice group problem solving and
evaluating nursing care
Nursing or walking round
-before the patient enters the pts room, the
assigned student already informs the
group and his diagnosis

-conducted in the corridor or in the


postconference
Logs and diaries

-reflection process to think about their


experiences and to communicate with
their instructors
Nursing care plans and
process recordings
Shift- (period of time- 8hrs or 12 hrs shift)

Report where the student nurse listens or


maybe asked to give an account of what
happened during the entire shift
Good learning opportunity for the student
Evaluation of student learning
Evaluative can be:

 1. FORMATIVE evaluation
-a continuing evaluation process;
ongoing feedback is given to the
learner throughout the learning
experience
Thru: conference (graded/non-graded)
anecdotal notes
clinical progress notes
 2. SUMMATIVE EVALUATION
-summary of students performance
-graded (will determine if learner can move up
to the next grade level of experience)
The specific behaviors to be
evaluated and graded
 1. appropriate use of nursing process
 2. skillfull demonstration of nursing interventions
and procedures
 3. ability to used materials, equipment and machines
(efficient and effectively)
4. observance of pts safety, comfort and privacy
5. ability to communicate therapeutically
6. demonstration of professionalism, proper
decorum, punctuality and good personal
hygiene and grooming
DISCHARGE
PLANNING
 PREPARES THE CLIENT FORM ONE LEVEL TO
ANOTHER

 It is planning the continuity of care to ensure


that patient and family needs are consistently
met
GUIDELINES FOR DISCHARGE
PLANNING

 1. assessing and identifying health care nedds

 2. assessing pts perform activities (ADL)

 3. setting mutual goals with the patient


which are realistic and attainable
 4.giving health teachings regarding pts post
discharge (meds,procedures,treatment,diet
and etc.)