Nursing education topic- clinical teaching methods

1. CLINICALTEACHINGMETHODSU
SEDIN
NURSING
Presented by –
LALITA SHARMA
MSc. NURSING 1ST YEAR

3. 1-“Goodteachingismoreagivingof right
questions thanagivingof right answer”
Clinical teaching may be given by any faculty
member. Clinical instructor or tutor or ward
staff and will concentrate on a particular
patient needs as a person how the doctors
treatment orders can be met by the right
understanding and nursing care. In nursing
commonly various clinical teaching methods
are used.

4. 1-The clinical teaching is a type of group
conference in which apatient or patients is
observed and studied, directed towards the
improvement and improvement of nursing
care.
2 - Clinical teaching is anindividualized or
group teaching to the nursing student in the
clinical areaby the nurseeducators ,staff nurse
and clinicalnurse manager.

5. 1. To provide individualized care in a
systematic, holisticapproach.
2. To develop high technical component skills.
3. To practice various procedures.
4. To collect and analyze the data.
5. To conduct research.
6. To maintain high standards of nursing
practice.
7. To become independent enough to
practicing nursing.
8. The students will develop the techniques of

6. 10.The students will develop the techniques of
observation.
11.To meet the needs of the client.
12.To improve standards of nursing practice.
13.To identify the problem of clients.
14.To learn various diagnostic procedures.
15.To develop communication skills and to
maintain interpersonal relationship.
16.To learn managerial skills.
17.To encounter reality in the practice of
nursing , synthesis learning, practice
activities described in the course

7. 1. Client family centered method.
2. Observation method.
3. Conference.
4. Bedside clinic.
5. Nursing round or medical round.
6. Demonstrations and re
demonstration of procedure.
7. Ward teaching
8. Ward class

8. 9. Ward clinic.
10. Case study.
11. Group discussion.
12. Brainstorming method.
13. Process recording.
14. Laboratory method.
15. Incidental and planned health talks
Conti ....
...

9.  Individualized care will be provided in holistic manner.
 Here not only the client will be assisted for therapeutic
measures family members also involved in education
about illness and health concepts and signs and
symptoms, treatment, prevention of the problem there
by the client, and whole family will be aware and
involved in meeting the client need.
 It is nothing but bringing awareness and to reach the
goal.
Eg:- Health for all.
1. CLIENT FAMILY CENTERED
APPROACH:

10. 2. OBSERVATION METHODS
Observation of actual experience
in the field or of a demonstration
provides for learning through
modeling.
(Oermann)

11. Purposes of observation methods:
•Prepares learners for future experiences with clients,
giving them a perspective of what the care or specific
intervention is like
•Enables them to view others in practice, which serves as
guide for the development of their own behaviors
•Makes it possible for students to observe a clinical
situation with which they may not have an opportunity
to be involved themselves
•Provides a means for improving their own observation
skills.

12. DEFINITION-
1 An nursing care conference is a“ course of
action discussion ,the focus is on assessingthe
nursing problem arriving at possible solutions,
helping staff to examine apatient’s problem
from his point of view.”
2 “ An act of consulting together.”

13. TYPES OF CONFERENCE
Look at the
flip chart

14. a) GROUP CONFERENCE:
A conference is the act of consulting together
any coming together or two or more individuals
in formal meeting for the purpose of giving or
exchanging ideas it involves two way
flow of conversations.
Purposes:
•To set objectives and criteria for nursing care.
•To plan methods for improving care.
•To solve problem which interfere with
• good nursing care.
•To evaluate results of efforts.

15. b) STAFF CONFERENCE:
These type of conference will be held in teaching
institutions.
 Eg: Nursing superintendent will conduct
conference to all nurses.
 Eg: Faculty meeting in hospitals.

16. c) Nursing care conference:
 These are widely used in basic nursing education.
 Purposes:
 To portray the nursing problems typically associated
with a particular diseases with such factors as social,
age, or ethical background end picture the related
nursing care with a specific individual.
 To learn ways to help clients identify their needs and
solve their own problems.
 To suggest approaches to the patient and planning
ways to help himself.

17. d) Individual conference:
 The group visits the client or the client may be
brought to the conference room during the
discussions.
 This method is of helpful told when some
members of the group are unfamiliar with the
client or when there are special observations which
need to be made to give the dissuasion in a more
meaning full.

18. 1 The nursing care conference is used asa
consultation tool to help in problem solving.
2 Theteacher must be flexible andshewill help
the students during discussion.
3Theconference should involve all the
students indiscussion.
4He/shewill provide ample time for the
students to think.

19. It provides
free
opportunity
to think.
Each member
will beactively
participating in
the conference
It fortifies the
thinkingof
students,thereby
the creativity and
judgment capacity
will be increased
It providesreal
practicallearning
environment to the
students.

20. DISADVANTAGES OF CONFERENCES
 It will be of little use if the students do not
accustom to such situation
 There are chances of using these conference
hour for classroom teaching

21. BEDSIDE CLINIC

22. DEFINITION
• “Abedside clinic is a process in
which a clinical teacher and a
group of learners sees a patient,
elicits or verifies physical signs,
discusses provisional diagnosis,
diagnostic or therapeutic options
in the clinical setting”.
GABERSON

24. PURPOSES
• Toportray nursing problem and to provide a
complete picture of the related nursing care by
associating with a specific individual.
• Toimprove the quality of nursing care.
• Toimprove the student’s ability to solve nursing
problems by detailed study and analysis of
nursing situation.

25. • Helps the students to sharpen their
observation skill in a systematic
and organized manner.
• Torealize the need for
understanding every patient as an
individual and appreciate their
problems and outlook.

26. • Provides a learning experience
for nursing students to collect
information about the patient.
• To plan and execute nursing care
plan according to the needs and
problems of the patient.

28. PHASES / STEPS
•1. INTRODUCTION PHASE.
•2. THE DISCUSSION PHASE.
•3. EVALUATION PHASE.

29. INTRODUCTION PHASE
• A prior permission is sought from the patient
and the relatives for conducting bedside clinic.
• The information thus collected are kept
confidential.
• The instructor gives a brief account regarding
the name of a patient, venue and other details
so as to help the students to study the case
sheet in advance before discussion takes
place.

30. DISCUSSION PHASE
• The discussion is initiated by the
instructor or the student who is
responsible for the patient care.
• No criticism is made over the
patient’s condition such as to
humiliate him.

31. • The students are allowed to
interact with the patient for further
clarifications.
• The discussion phase may take
about 30 – 40 minutes of time.

32. EVALUATION PHASE
• Once the interaction is over, the
patient is set free.
• Further the students discuss on
doubts and can clarify.
• The bedside clinic ends with a
summary, recapitulation of
important aspects and feedback
from the students.

33. ADVANTAGES
• Bedside clinic puts the student in an active
actual situation.
• It helps the students to develop
autonomy.
• It allows students to select patients
with disease conditions of common
interest.

34. • It helps the students to able to review
and investigate the quality of clinical
practice.
• Bedside clinic allows the students to
develop and maintain professional
competence.
• It promotes a better
understanding among the
students in terms of health, illness
and health care system.

35. • Bedside clinic promotes clinical
competencies like reasoning,
psychomotor and
communication skills among
students.
• It develops the ability of the
students to evaluate critically
and improve own performance.

36. DISADVANTAGES
• Bedside clinics may be an
encumbrance to the patients.
• It’s narrowness limits the
utilization of the process.

37. • Bedside clinic is an expensive
procedure.
• It may disturb the privacy of the
patient.
• Results in poor standardization.

38. DEFINITION-
Nursingroundsare
conductedby the head
nurse/nurseteacher for
the member of his
/ her staff or students
for aclear
understanding of the
diseaseprocessandthe
effect of nursingcarefor
eachpatient.

39. Toobserve the physical and the mental
condition ofthe patients and the progress
made day today.
Toobservethe work of staff.
Tomake specificobservation of the patient
and to give report to doctor.
Tocarry out the plan made for the careof the
patients.

40. Help in orienting anew nurse/student to the
patients.
It offer areal life learning situation.
An interesting strategy involving the student
, teacher and the patient.
This method is ameansof testing the
student’s knowledge.

41. The confidentiality of the patient is
hampered.
Distraction are present in ward.
An unprepared nursing rounds has little
teaching learningvalue.
If the group is large , the teacher may not be
able to speakloudly .

42. DEMONSTRATION
.
“ If I hear, I
forget.
If I see, I
remember.
If I do ,I know.”

43. DEMONSTRATION
DEFINITON
 According to Neeraja.K.P(2003)- It teaches by exhibition
and explanation of the Process”.
 According to Vimal G Talear.(2004) -“It is learning through
observation and practices”.
 According to Basavanthappa.B.T(2005)- “It can be defined
as visualized explanation of facts, concepts and procedures

44. PURPOSES:
 Provides an opportunity for observational learning.
 Correlates theory with practice.
 Commands interest by use of concrete illustrations.
 Has universal appeal.
 Activate several senses

45. PHASES OF DEMONSTRATION:
Phase:I
Planning and
preparation.
Phase :II
Performance.
Phase :III
Evaluation.

46. PHASE I: PLANNING AND PREPARATION:
Teacher’s responsibility:
 Set well defined objectives
 Based on scientific principles split the demonstration into
appropriate steps.
 Do rehearsals as needed.
 If the demonstration involves the presence of a patient or
mock patient plan for their comfort and safety.
 Create a conducive learning environment by providing
adequate facility to observe the demonstration.

47. Students responsibilities:
 Familiarize self with objectives for demonstration.
 Study written materials and suggested references.
 Observe patients and equipment in use as examples for
planned demonstration.

48. PHASE II. PERFORMANCE :
Teacher’s responsibility:
Briefly narrate the whole procedure before
explaining individual steps in detail.
Explain the name and use of articles kept ready for
performing demonstration.
Explain the purpose scientific principles associate
with each step.
(to be cont…)

49. Make sure that students have understood each step,
repeat if they have not understood it.
In between ask questions and encourage to seek
clarifications in order to get feedback from the
students.
Replace the articles, demonstrate the after care and
wash hands.
Show the way of recording the procedure.
Conclude the performance phase with a discussion.

50. Student’s responsibility
Follow steps being demonstrated along with
written information.
Identify basic principles underlying activity.
Identify how activity can be modified to meet
individual needs of patients.
Ask for clarification of points not understood.
(to be cont…)

51. 3. EVALUATIONPHASE
Evaluation is done mainly through return
demonstration and asking questions.

52. USES
Demonstrate
procedure at
bedside or ward
Demonstrate different
approaches in establishing
Rapport with patient
Teach the patient about
Procedure or
treatment
Demonstrate experiment
And procedure
Review or reverse
procedure

53. ADVANTAGES
Gives a
feeling
of
security
Develops
the
quality of
observatio
n
Acquisition of
practical,
technical
communicatio
n
skills
Presents
reality
not
substitutes
Increase
the
level of
attention
Limits
damage
to
equipment
&
materials.

54. DIS ADVANTAGES
Number of student
is
limited.
Offer little possibility
of checking the
learning process.
Does not allow for
individual paces of
learning.
High cost in personnel
and time.
Difficulty in repeating
demonstration to
acquire competence.

55. 7.WARD TEACHING:
PURPOSES:
•To supplement,
• to integrate and to utilize class room instruction.
•To aid the student to make correct application of
scientific principle.
Permission should be taken from the physician.
Instructor should explain before hand to the client about
the purpose of clinic.
The students will be above to practice procedures in real
situation.

56. 8. WARD CLASS:
A class will be conducted based upon
current clinical experience of the students
for whom the class is planned.
Small group should be planned all the
students at the one level of experience who
all having similar experience in a particular
department.

57. 9. WARDCLINICS:
In this type a client is presented to the group who will
illustrate all signs and symptoms requires all nursing
care procedures.
PURPOSES:
•To demonstrate important clinical manifestation of
clients.
•To compare client reaction to disease.
•To demonstrate the effects of drugs.
•To illustrate skillful nursing care.
•To learn about disease pattern and care, treatment.

58. DISADVANTAGES:
i. Requires very careful planning.
ii. A small group of students can be
taken at a time.

59. 10. CASE METHOD:
Used in 3 forms
•Case study / case presentation.
•Case analysis.
•Assignment.

60. 11. GROUP DISCUSSION:
A co operative, problem solving activity which seeks a
consensus as regarding the solution of a problem.
DISCUSSION TECHNIQUES FOR SMALL GROUPS:
•The individual conference.
•The informal class group discussion.
•The seminar.
•The clinical conference.
•Role play.
•Case analysis.

61. DISCUSSION TECHNIQUES FOR
LARGER GROUPS:
1.Multiple discussion groups.
2.Symposium.
3.Panel.
4.Assignments should be individualized.

62. 12. BRAIN STORMING METHOD:
Brain storming as the name suggests implies storming
of the brain to evolve or generate number of ideas and
thought lines as quickly as possible with out paying
consideration about their validity and appropriateness.
According to “AFAS BORN” strategy can be used with a
group explore a number of ideas related to a situation
or solution of a problem with out passing judgement
or consume.
 This strategy especially useful for development of
higher cognitive like reflective thinking creative
imagination and problem solving.

63. DEFINITION-
Processrecording as“A verbatimbetween
nurse and thepatient.”
Acc.ToWalker
Processrecording as“An exact written report of
the conversation between the nurse and the
patient during the time they were together”
Acc. ToHudson

64. As a teaching
learning tool
As an evaluation
tool
As a therapeutic
tool

66. Improves the skill of communicationand
technique ofinteraction.
It improves the more specific therapeutic
conversation.
Improves the ability to face stressful
situation.
Provides link to theory and practice.
Understands the useof mentalmechanism.

67. It
Is time
consuming
Need strict
confidentiality.

68. 14. LABORATORY METHOD:
Definition : Laboratory method as used in nursing
education may be defined as:
planned learning activity dealing with original data in
solution of problem.
original data includes material obtained
experimentally & any other material resulting from
laboratory procedure.

69. ADVANTAGES:
 Students learn by doing and come in contact with raw data
or material objects in the teaching-learning process.
 Develops the power of observation and reasoning.
 Develops the scientific attitude.
 Gives an understanding of what research is and how to
apply the scientific method of research
 Gives training in organizing data gathered from real
material objects and how these objects are manipulated to
attain the objectives.
 Since students come in contact with real life situations, it
can be a preparation for solving real life problems.

70. DISADVANTAGES:
 Lack of budget can create insecurity in teacher
regarding laboratory equipments.
 Poor planning & lack of direction of teacher may result
in wasting of time & can create complication.

71. 15. INCIDENTAL AND HEALTH
TALKS :
 Incidental teaching involves creating an
environment in which students' interests are easily
fostered and nurtured, and one in which students can
be most successfully motivated. This process
maximizes learning opportunities through typical
activities. ... An instructor waits for the student to
initiate engagement.