Clinical Instruction and Evaluation : A Teaching Resource

by O'Connor, Andrea B.

• ISBN13: 9780763738587
• ISBN10: 0763738581
• Edition: 2nd
• Format: Paperback
• Copyright: 2006-04-18
• Publisher: Jones & Bartlett

Summary

This book is appropriate for any nursing course involving clinical instruction, as well as graduate courses in nursing education. Depending on the structure of the course, this could be used as a main text or a supplementary text.

Table of Contents

Preface	iii
1 Goals of Clinical Nursing Education	1	(14)
Applying Theoretical Learning to Patient Care Situations	2	(1)
Developing Communication Skills	3	(3)
Demonstrating Skill in the Use of Therapeutic Nursing Interventions	6	(2)
Evidencing Caring Behaviors in Nursing Actions	8	(1)
Considering the Ethical Implications of Clinical Decisions and Nursing Actions	9	(1)
Gaining a Perspective on the Contextual Environment	10	(3)
Experiencing the Variety of Nursing Roles	13	(1)
Summary	14	(1)
References	14	(1)
2 Entering the Instructional Role	15	(20)
The Academic Environment	16	(10)
Becoming a Member of the Nursing Department Faculty	16	(3)
Expectations of the Clinical Instructor	19	(6)
Developing Collegial Relationships within the Nursing Department	25	(1)
The Clinical Setting	26	(7)
Demands of Clinical Teaching	27	(2)
Expectations of Clinical Staff	29	(1)
Expectations of Students	30	(1)
Orientation to the Clinical Setting	31	(2)
Summary	33	(1)
References	34	(1)
3 Theoretical Approaches to Teaching and Learning in Clinical Nursing Education	35	(28)
How Learners Learn	36	(6)
Psychological Theories	36	(4)
Developmental Theories	40	(1)
Social Theories	41	(1)
Behavioral Domains and Hierarchies of Learning	42	(10)
Cognitive Domain	43	(3)
Psychomotor Domain	46	(2)
Affective Domain	48	(4)
Nature of the Adult Learner	52	(5)
Assumptions of Andragogy	53	(1)
Conditions for Learning	53	(4)
Benner's Framework for the Development of Clinical Expertise	57	(3)
Summary	60	(1)
References	61	(2)
4 Getting Started	63	(20)
Program Faculty	64	(2)
Clinical Staff	66	(3)
The Clinical Group	69	(1)
Before the Clinical Experience Begins	70	(2)
The First Clinical Day	72	(11)
Orientation	72	(3)
Establishing Ground Rules	75	(4)
Setting Expectations	79	(4)
5 Teaching and Learning Strategies for the College Laboratory Setting	83	(20)
The Laboratory Setting	86	(2)
Uses of the College Laboratory	88	(1)
Instructional Materials	88	(2)
Structuring the Laboratory Experience	90	(4)
The Process of Learning a Psychomotor Skill	94	(3)
Integrating the Cognitive Basis for Psychomotor Skills	97	(2)
Summary	99	(1)
References	100	(3)
6 Organizing and Managing Instruction in the Clinical Practice Setting	103	(44)
Expectations, Hopes, and Fears	105	(5)
Causing No Harm to the Patient	106	(1)
Helping Patients	107	(1)
Integrating Theory into Clinical Practice	108	(1)
Learning Clinical Practice Skills	108	(1)
Looking Good as a Nurse and as a Student	109	(1)
Selecting Clinical Learning Experiences	110	(11)
Curricular Goals	113	(1)
Learning Environment	114	(2)
Instructor Expertise	116	(2)
Learner Characteristics	118	(1)
Other Considerations	119	(1)
Alternative Approaches	120	(1)
Techniques to Help Students Prepare for Clinical Learning Experiences	121	(6)
Teacher-Created Data Collection Forms	121	(1)
Daily Nursing Care Plans	122	(1)
The "Verbal Connection"	123	(1)
Clinical Focus Guidelines	124	(1)
Clinical Concept Mapping	124	(3)
The Clinical Preconference	127	(2)
Guiding Student Learning in the Clinical Setting	129	(8)
Teaching–Learning Principles Underlying Instruction	130	(6)
Modeling the Professional Nursing Role	136	(1)
Managing Off-Unit Experiences	137	(4)
Taking Advantage of Serendipitous Opportunities	141	(1)
The Clinical Postconference	141	(3)
Summary	144	(1)
References	144	(3)
7 Teaching and Learning Strategies for the Clinical Practice Setting	147	(40)
Instructional Techniques for the Clinical Setting	149	(5)
Demonstration	149	(1)
War Stories	150	(1)
Questioning	151	(2)
Listening	153	(1)
Supervision of Student Performance of Technical Skills	154	(9)
Process of Skill Mastery	155	(3)
How to Let Go	158	(1)
When to lump In	159	(1)
Ensuring That Patient Needs Are Met	160	(3)
Promoting the Integration of Theory and Practice	163	(9)
Case Studies	166	(1)
Seminars	167	(1)
Nursing Rounds	168	(1)
Written Assignments	169	(3)
Developing Critical Thinking Skills and Reflective Practice	172	(11)
What Is Critical Thinking?	173	(1)
The Role of Reflective Practice	174	(1)
Strategies for Promoting Critical Thinking and Reflective Practice	175	(8)
The Affective Domain: Fostering Caring in Clinical Practice	183	(2)
Summary	185	(1)
References	185	(2)
8 Special Techniques for Special Settings	187	(14)
The Maternity Setting: Managing Instruction to Capture the Cyclical Nature of the Maternity Experience	188	(2)
The Pediatric Setting: The Problem of a Disappearing Clientele	190	(2)
The Mental Health Setting: It's Communication, But Is It Therapeutic?	192	(3)
Community Health Settings: Independent Practice in Unstructured Settings	195	(5)
Reference	200	(1)
9 Theoretical Approaches to the Evaluation of Learning in the Laboratory and Clinical Practice Settings	201	(16)
Philosophies of Evaluation	202	(3)
Purposes of Evaluation	205	(1)
The Evaluation Process	206	(10)
Goals of Evaluation	207	(1)
Standards for Evaluation	208	(1)
Evaluation Methods	209	(3)
Analyzing Results	212	(1)
Reporting Results and Making Decisions	212	(1)
Using Results	213	(1)
Evaluating the Evaluation Process	214	(2)
Summary	216	(1)
References	216	(1)
10 Evaluation Strategies for the Laboratory and Clinical Practice Settings	217	(30)
Identifying the Goals of Evaluation	219	(3)
Clarifying the Standards for Evaluation	222	(4)
Selecting and Applying Evaluation Methods	226	(12)
Observations	227	(5)
Written Work	232	(3)
Oral Presentations	235	(1)
Simulations	235	(2)
Self-Evaluations	237	(1)
Testimonials	238	(1)
Analyzing Results	238	(1)
Reporting Results	239	(3)
Due Process Issues	239	(3)
Confidentiality Issues	242	(1)
Making Decisions	242	(1)
Using Results	243	(1)
Evaluating the Evaluation Process	243	(1)
References	244	(3)
11 Interpersonal Issues in Clinical Nursing Education	247	(46)
The Instructional Role	248	(7)
The Clinical Instructor as Teacher	250	(1)
The Clinical Instructor as Supervisor	251	(2)
The Clinical Instructor as Evaluator	253	(1)
The Clinical Instructor as Nurse	254	(1)
Communicating Caring	255	(3)
Conveying Enthusiasm	258	(1)
Communication Strategies	259	(7)
Setting Goals	259	(1)
Communicating Values	260	(1)
Motivating Performance	261	(1)
Praising	261	(1)
Providing Corrective Feedback	261	(1)
Preventing Unsafe Practice	262	(1)
Describing Performance Deficits	263	(2)
Disciplining a Student	265	(1)
Failing a Student	265	(1)
Removing a Student from the Clinical Area	265	(1)
Responding to Student Stress	266	(3)
Helping Students to Cope with...	269	(5)
Death and Dying	270	(1)
Disfigurement, Deformities, Wounds, and Other Alterations in Body Integrity	271	(1)
A Patient's Sexuality	272	(2)
Racist or Sexist Remarks by Patients	274	(1)
Staff or Physician Harassment	274	(1)
Strategies for Working with the...	274	(16)
Reluctant Learner	275	(1)
Reticent Learner	275	(1)
Monopolizer	276	(1)
Distractor	277	(1)
Student Who Lies	277	(2)
Student Who Plagiarizes	279	(1)
Student Who Exhibits Inappropriate Behavior	280	(1)
Student Who Has Attention Deficit Hyperactivity Disorder	280	(1)
Student Who Is Impaired Due to Substance Abuse	281	(1)
Student Who Is Defiant	282	(1)
Student Who Is Uncivil	283	(1)
Student Who Is Poorly Groomed	284	(1)
Student Who Is a Family Member or Friend	284	(1)
Older Student	284	(1)
Male Student	285	(1)
Student Who Is Repeating the Course	285	(1)
Student Who Is Licensed as an LPN or RN	286	(1)
Student from Another Culture	287	(1)
Student for Whom English Is a Second Language	288	(2)
Maintaining Relationships with Staff	290	(1)
Controlling Emotions	290	(1)
Summary	291	(1)
References	292	(1)
12 Ethical and Legal Issues in Nursing Education	293	(20)
Ethical Issues in Nursing Education	294	(10)
Ethical Systems and Analytical Tools	294	(2)
Approaches to Guiding Students through Ethical Dilemmas in Practice	296	(3)
Ethical Issues Related to the Instructional Role	299	(5)
Legal Issues in Nursing Education	304	(7)
Licensure Issues	304	(4)
Due Process Issues	308	(1)
The Student with a Disability	309	(1)
Contractual Issues	310	(1)
Summary	311	(1)
References	312	(1)
Appendices
A Sample Program, Level, and Related Course Objectives for a Baccalaureate Nursing Program	313	(8)
B Sample Course Outline for a Nursing Course with a Clinical Component	321	(8)
C Sample Clinical Evaluation Form	329	(4)
D Sample Anecdotal Notes	333	(2)
E Sample Agency Affiliation Agreement	335	(6)
F Sample Clinical Preparation Forms	341	(6)
G Sample Guidelines for Off-Unit Experiences	347	(6)
Index	353