MFV3D Book Archive > Nursing > Download Clinical Teaching Strategies for Nursing: Second Edition by Kathleen B. Gaberson Phd RN CNOR CNE, Marilyn H. Oermann PDF

Download Clinical Teaching Strategies for Nursing: Second Edition by Kathleen B. Gaberson Phd RN CNOR CNE, Marilyn H. Oermann PDF

By Kathleen B. Gaberson Phd RN CNOR CNE, Marilyn H. Oermann PhD RN FAAN

"This prime quality ebook addresses some of the most hard features of training in a convention self-discipline. It makes an important contribution to the literature on medical instructing in nursing."--Doody's booklet evaluate provider This moment version of scientific educating thoughts in Nursing presents a completely up to date and complete framework for making plans, guiding, and comparing studying actions for undergraduate and graduate nursing scholars in scientific settings. spotting that scientific settings require various ways to instructing, the participants current tools--working versions, studying assignments and actions, simulations, using Grand Rounds for medical schooling, and tips on moral and criminal matters that could be encountered in scientific work--to support educators meet the demanding situations of this complicated surroundings. New chapters on distance studying, the review and grading of scholars within the scientific environment, and advances within the use of medical simulation and simulation laboratories additional improve this compete advisor.

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Extra resources for Clinical Teaching Strategies for Nursing: Second Edition (Springer Series on the Teaching of Nursing)

Example text

Clinical teachers, therefore, should encourage staff members to participate in the instruction of learners, within guidelines that teachers and staff members develop jointly. Students should be encouraged to use staff members as resources for their learning, especially when they have questions that relate to specific patients for whom the staff members are responsible. An important point of role clarification is that the responsibility for patient care remains with staff members of the clinical agency, as mentioned earlier.

2000). To err is human: Building a safer health system. Washington, DC: National Academy Press, Institute of Medicine. National Council of State Boards of Nursing. (2004). Test plan for the National Council Licensure Examination for Registered Nurses. pdf National League for Nursing Accrediting Commission. (2005). Accreditation manual with interpretive guidelines by program type for postsecondary and higher degree programs in nursing. pdf O’Sullivan, P. , Blevins-Stephens, W. , Smith, F. , & Vaughn-Wrobel, B.

Clarification of Roles As previously discussed, staff members often expect the instructor take complete responsibility for the students; this expectation may extend to the instructor being responsible for the care of patients with whom students are assigned to work. Many clinical teachers remark that if they have 10 students and each student is assigned 2 patients, the instructor is responsible for 30 individuals. These role expectations are both unrealistic and unfair to all involved parties. Although the clinical teacher is ultimately responsible for student learning, students have much to gain from close working relationships with staff members.

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