N 582 Module 7: Nursing Education in the Clinical Setting

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N 582 Module 7: Nursing Education in the Clinical Setting

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Start by reading and following these instructions:

You are responsible for minimally at least 3 posts for each question in your discussion boards; your initial post and reply to two of your classmates. Your initial post(s) should be your response to the questions posed in the discussion question. You should research your answer and cite at least one scholarly source when appropriate, and always use quality writing.The discussion board is never a place to use text language or emoticons. You will also be asked to respond to your classmates. This is designed to enhance the academic discussion around the topic. It is all right to disagree with something posted by another, however your responses should always be thoughtful and respectful and reflect your opinions professionally.

N 582 Module 7 Discussion Question:

You are assigned as a clinical instructor to a group of eight undergraduate nursing students in a clinical course of your choice. Describe how you would conduct both pre-conference and post-conference, OR, if you have alternate strategies for group learning experiences, describe them.

When you are ready for the discussion, do the following:

  1. Click on the discussion link above.
  2. Start your answer by clicking “Start a New Thread” button with the title of your answer and the body of text following the guidance above.
  3. To properly post your answer, please click on the “Post” button.
  4. After posting your contribution, you must read what others have posted, reply to at least two of those posts, and respond (when appropriate) to those you have responded to you.

To reply to a classmate’s post:

  1. Click on the title of another student’s post.
  2. Click “Reply to Thread” and type your response to the student.
  3. Click the “Post” button to post your reply.

N 582 Module 7: Assignment

Remember to submit your work following the file naming convention FirstInitial.LastName_M01.docx. For example, J.Smith_M01.docx. Remember that it is not necessary to manually type in the file extension; it will automatically append.

Start by reading and following these instructions:

1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.

2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

3. Consider the discussions and any insights gained from it.

4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

N 582 Module 7 Assignment:

Critical Thinking Exercises:

  • What are the sources of learner stress in the clinical setting? How can they be reduced? Can the stress ever have a positive aspect?
  • How would you socialize, evaluate, and retain a preceptor?
  • Do you agree or disagree with the following statement? Defend your position.

“…concept mapping has found a useful place in nursing education as an alternative strategy to the linear, rote organization of information in the traditional nursing care plan. …”

  • Should you place learners in a clinical setting that has less-than-desirable staff role models? What are the risks and how can they be mitigated?

Professional Development:

  • Develop a concept map on a health-related topic of your choice

N 582 Module 7: Nursing Education in the Clinical Setting

Nursing Education in the Clinical Setting

Module 7 provides an overview of teaching strategies for the clinical setting. Clinical teaching is a complex enterprise, and is a

N 582 Module 7 Nursing Education in the Clinical Setting

N 582 Module 7 Nursing Education in the Clinical Setting

significant feature in the education of nurses. Clinical teaching facilitates the transition from academia to the real world of practice. In this module, practicable suggestions grounded in relevant educational theory are provided, and common questions and issues that arise when teaching nursing students in clinical settings are addressed. The lack of evidence empirical evidence to guide clinical teaching is exposed, as well as suggestions for faculty to enhance their own growth through reflection. A number of strategies to support student learning are presented that combine both academic knowledge and clinical skills.

The amount of time required to complete assignments in this module is approximately 17 to 20 hours.

Objectives:

After completing this module, students should have the knowledge and skills to:

  • Understand the theoretical rationale for the use of varied teaching strategies within the clinical setting
  • Differentiate the relative advantages and limitations of the various clinical teaching strategies
  • Compare and contrast the complexity and structure of written assignments used in the clinical setting
  • Determine the optimal clinical teaching strategy based on learner characteristics and needs, learning objectives, and instructional setting
  • Utilize clinical evaluation tools to assess clinical performance
  • Evaluate the evidence-based research regarding the efficacy of various clinical teaching strategies.

 Learning Materials:

  • Bradshaw, M. J., & Lowenstein, A. J. (2014). Innovative teaching strategies in nursing and related health professions (6th ed.). Boston: Jones & Bartlett. (Chapters 23, 24, 25, 26, 27, 28, 29)
  • DeYoung, S. (2015). Teaching strategies for nurse educators (3rd ed.). Upper Saddle River, NJ: Prentice Hall. (Chapter 9, 10 and 11)

Recommended Supplemental Reading

  • Emerson, R. J. (2007). Nursing education in the clinical setting. St. Louis: Mosby. (Chapters 12, 13, 14, 15, 16, and 17)

Summary:

This module provided an overview of the complex nature of clinical teaching. As described in this module, clinical teaching is not grounded in research, but rather is based on tradition, common sense, and feasibility. The complexity of the clinical setting make research difficult, since there are so many variables that are difficult to control: the severity of patient illness, widely varying settings, differences in nursing and educational personnel, variable staffing patterns, and varied student motivation and preparation. Thus, we have little empirical evidence of which model of clinical education yields the best results.

In addition to the traditional hospital-based clinical settings, this module explored innovative clinical teaching opportunities such as faculty-based clinics and service learning projects. Specific strategies were presented for conducting a clinical experience, including preparation, advantages and limitations of various written assignments, and clinical evaluation.

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