Clinical Instruction and Evaluation : A Teaching Resource

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