By Ruth White, Christine E. Ewan
This booklet goals to help scientific lecturers within the perform of medical instructing. It assumes that medical academics will carry to their job a historical past wisdom of academic ideas, event in a medical nursing box, wisdom of noticeable nursing content material, a love of training and a wish to percentage with their scholars the fun, tears, problem and beauty of studying within the medical surroundings. The layout is designed round a suite of regularly encountered difficulties and encourages readers, even if at the threshold of a profession as a medical instructor or those people who are skilled, to imagine via their responses to the matter scenario sooner than studying directly to a disclosure of attainable classes of motion. briefly, the publication is a spouse to educating Nursing: A Self educational instruction manual (Ewan and White, 1984). The authors' curiosity in scientific educating should be traced via a few years in quite a few instructing careers with multidisciplinary health care provider teams, of whom nurses include nearly all of practitioners. As senior teachers within the institution of scientific schooling, the authors have been fascinated by constructing and instructing a grasp of health and wellbeing team of workers schooling measure path; the scholars (or Fellows) in that programme have been all graduates from a extensive diversity of overall healthiness care disciplines - nursing, medication, physiotherapy, occupational treatment, foodstuff, dentistry, health and wellbeing schooling, wellbeing and fitness assets administration, radiography, social paintings, neighborhood improvement, occupational security and health.
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Extra info for Clinical Teaching in Nursing
Strictly speaking, the clinical learning cycle begins with the major principles and concepts taught in the theoretical programme. For the purposes of this book, however, we are concerned only with teaching in those phases of the cycle which do not occur in the traditional 42 Learning in the laboratory Preparatory Theory Followup /'" Evaluation Debrlg Briefing "'-Clinical . 1 Clinical learning cycle: laboratory. classroom setting. Clinical teachers may certainly use a variety of classroom teaching strategies in laboratories, briefing and debriefing sessions (for example, group work, role play, games and simulations and microskills such as reinforcement, explanation and questioning) and there are many general texts on teaching methods which deal with these skills specifically (for teaching skills relevant to teaching nursing see, for example, Ewan and White, 1984; de Tornyay, 1982).
3 Construct of nursing practice. Source: Kermode (1987). Kermode tested students in their first year on their recognition, articulation and application of a group of concepts representative of the conceptual framework which have direct relationship to clinical practice. A problem-solving instrument was used, designed to 36 Foundations of clinical teaching and learning examine how students think about patient problems, their causes and the appropriate nursing actions. A structured interview sought to gain additional information about the thinking behind students' judgements in the clinical setting.
Nevertheless, the results are instructive in respect of clinical teaching. The difference between Partridge'S study and the study by Kermode is, of course, that Orlando's theory had not been used in the nursing programmes in which the subjects (registered nurses) had been students, and Nursing theory foundations 37 furthermore they had come from a variety of programmes. Whether their observed practice would have been different if they had been educated in a programme where Orlando's theory was the basis of the curriculum remains an open question.