Clinical Teaching Strategies for Nursing
"This high quality book addresses one of the most challenging aspects of teaching in a practice discipline. It makes a very important contribution to the literature on clinical teaching in nursing."--Doody's Book Review Service\ This second edition of Clinical Teaching Strategies in Nursing provides a thoroughly updated and comprehensive framework for planning, guiding, and evaluating learning activities for undergraduate and graduate nursing students in clinical settings. Recognizing that...
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Teaching in clinical settings presents nurse educators with challenges that are different from those encountered in the classroom. The purposes of this book are to examine concepts of clinical teaching and to provide a comprehensive framework for planning, guiding, and evaluating learning activities for undergraduate anfd graduate nursing students and health care providers in clinical setting. It describes clinical teaching strategies that are effective and practical in a rapidly changing health care environment, and it examines innovative uses of nontraditional sites for clinical teaching. Barbara Owens This book is an overview of clinical teaching/learning strategies and activities for nursing students. It is one of a series on teaching in nursing. The purpose is to examine concepts of clinical teaching and provide a comprehensive framework for learning activities in the clinical setting. Due to the complexity of clinical settings, this book is a valuable resource for approaches to teaching that vary greatly from classroom instruction. Targeted specifically for clinical nursing instructors, this book would also apply to other healthcare professionals as well as graduate nursing students preparing to teach nursing. This is a comprehensive framework for clinical teaching for nursing instructors and graduate students preparing to teach nursing. The chapters, titles, and subtitles are easy to follow and focus on particular aspects of clinical teaching. The authors explain how the philosophy of the individual serves as a guide for how we practice and how learning outcomes are evaluated. Each phase of clinical learning activity is addressed, from preparation to the processes, and finishing with evaluation. Ethical and legal issues are briefly covered. Learning modes and activities to enhance group process learning are discussed, but not in great detail. Several references are cited throughout each chapter and listed at the end of each chapter for further investigation of special interests related to clinical teaching. A primary strength of this book is the up-to-date discussion of multimedia use in teaching, such as computer-assisted instruction, interactive videodisc, CD-ROM, virtual reality, and the Internet. Another strength is the special focus on teaching/learning in theclinical setting.
Preface1A Philosophy of Clinical Teaching12Outcomes of Clinical Teaching123Preparing for Clinical Learning Activities224Models of Clinical Teaching405Process of Clinical Teaching566Ethical and Legal Issues in Clinical Teaching767Choosing Clinical Learning Assignments938Self-Directed Learning Activities1079Learning Laboratories12410Simulations and Games for Clinical Learning13511Case Method, Case Study, and Grand Rounds14712Clinical Conference and Discussion16613Written Assignments18614Using Preceptors as Clinical Teachers20515Clinical Teaching in Diverse Settings221Index235
\ From The CriticsReviewer: Mary Allen Carey, PhD(University of Oklahoma College of Nursing)\ Description: This book examines concepts of clinical teaching and provides a comprehensive framework for planning, guiding, and evaluating learning activities for undergraduate and graduate nursing students and healthcare providers in clinical settings. \ Purpose: This thirteenth volume in the Springer series on the Teaching of Nursing focuses on clinical teaching. \ Audience: The book is written for the teachers of future nurse educators, according to the authors.\ Features: The 16 chapters cover such topics as the philosophy of clinical teaching, objectives of that teaching, preparing for clinical teaching, models to guide teaching, the teaching process, and ethical/legal issues. In addition, it covers the process of choosing clinical assignments, self-directed learning activities, case-based teaching approaches, clinical conferences, written assignments, the use of preceptors, clinical evaluation, and grading. A unique feature is the presentation of specially authored chapters covering quality clinical education for nursing students at a distance, clinical simulations, and clinical teaching in diverse settings.\ Assessment: This high quality book addresses one of the most challenging aspects of teaching in a practice discipline. It makes a very important contribution to the literature on clinical teaching in nursing.\ \ \ \ \ Barbara OwensThis book is an overview of clinical teaching/learning strategies and activities for nursing students. It is one of a series on teaching in nursing. The purpose is to examine concepts of clinical teaching and provide a comprehensive framework for learning activities in the clinical setting. Due to the complexity of clinical settings, this book is a valuable resource for approaches to teaching that vary greatly from classroom instruction. Targeted specifically for clinical nursing instructors, this book would also apply to other healthcare professionals as well as graduate nursing students preparing to teach nursing. This is a comprehensive framework for clinical teaching for nursing instructors and graduate students preparing to teach nursing. The chapters, titles, and subtitles are easy to follow and focus on particular aspects of clinical teaching. The authors explain how the philosophy of the individual serves as a guide for how we practice and how learning outcomes are evaluated. Each phase of clinical learning activity is addressed, from preparation to the processes, and finishing with evaluation. Ethical and legal issues are briefly covered. Learning modes and activities to enhance group process learning are discussed, but not in great detail. Several references are cited throughout each chapter and listed at the end of each chapter for further investigation of special interests related to clinical teaching. A primary strength of this book is the up-to-date discussion of multimedia use in teaching, such as computer-assisted instruction, interactive videodisc, CD-ROM, virtual reality, and the Internet. Another strength is the special focus on teaching/learning in theclinical setting.\ \ \ Doody PublishingA valuable resource for approaches to teaching that vary greatly from classroom instruction.\ \ \ \ \ 5 Stars! from Doody\ \
