Communication Education And Technology

1. BY- MRS SUDHARANI

2. Clinical teaching

3. In preparation of professional practice, the clinical setting
is the place where the students come in contact with patient
or consumer for the purpose of testing theories and
learning skill
Introduction

4. “Clinical teaching is an individualized or group teaching to the nursing student in the
clinical area by the nurse educators, staff and clinical nurse manager."
“ Clinical teaching is vehicle that provides students with opportunity to translate
basic theoretical knowledge into learning of variety of intellectual and psychomotor
skills needed to provide patient – centered quality nursing care.”
- Schweer

5. • Teaching in clinical setting is a challenge that is different from those
encountered in the class room
• Like any other skill based profession, nursing also requires the
development of relationship between theory and practice

6. 4.Toprovide individualized care in a systematic, holistic approach
5.To develop high technical competent skills
6.Topractice various procedure
7.Tocollect and analyze the data
1.Todevelop communication skills and maintain interpersonal relationship
2.Tomaintain high standard of nursing practice to become independent enough
to practice nursing
3.Todevelop, cognitive, affective and psychomotor skills

7. 8. To learn various diagnostic procedures
9. To learn various skill in giving health
education technique to the client
10.To develop proficiency and efficiency in
carrying out various procedure

8. • Clinical education should reflect the nature
of professional practice
• Clinical teaching is supported by
climate of mutual trust and respect
• Clinical teaching and learning should
focus on essential knowledge, skill and
attitude

9. • Must be appropriate to objectives and
desired behavioral changes.
• Must be in accordance with principles of
learning.
• Must be in accordance with the capacity of the
student.

10. • Must be in accordance with availability of
resources.
• Must be in accordance with the teacher’s
ability to use it effectively and creatively.

11.  CLASS ROOM
TEACHING
•Large group
•No focus on patient
•Knowledge
•Theoretical
framework
• Teacher/students
ratio is large
•Passive students
•Less interactive
 CLINICAL TEACHING
•Small group
•Focus on patient
•Application of
knowledge
•Clinical reasoning
• Teacher / students
ratio is small
•Active students
•More interactive

12. • Group interaction skills
•Clinical supervision skill
•Clinical competence and professionalism
•Knowledge and analytical ability.
•Organization and clarity of presentation
•Enthusiasm and stimulation of interest

13.  Bedside clinic
 Nursing rounds
 Nursing shift reports
 Nursing care conferences
 Demonstration
 Nursing care studies
 Process recording
 Laboratory method
 Nursing assignment
 Field trip

15. It is a method of clinical teaching which is carried
out by either the group visits the patient or the
patient is brought to the conference room in order
to study problems associated with a particular
disease or disorder
• Always ensure the presence of the patient.
• Patients with typical diseases are selected.

16. • To show the sign and symptoms related to a
particular condition
• To demonstrate a significant nursing situation
• To show how nursing problem have been
solved

17. Introduction phase
Patient centered discussion
Post clinic evaluation

18. • It puts the student in an active actual situation
• Develop skills in collecting information from
authentic source
• Develop tactfulness diplomacy needed to get
information from the patient
• Develop skills in problem solving, decision
making an organizing
• Permits comparison between reality and theory

19. • Sometimes put patient in a difficult situation

21.  A tour of patient’s bedside area made by a
small group of staff and students, not more
than 7 or
 8 for the purpose of clinical
learning and instructional
purpose

22. Instructional
Round
Information giving
round

23. • To demonstrate clinical manifestation that
needs nursing intervention
• To study patient’s response to disease
conditions
• To demonstrate the effect of therapeutic
treatment

24. • To illustrate skillful nursing care
• To have better understanding of patient’ s
needs in order to provide better care to patient

25. • Puts the students in actual live situation where
patient responds and acts as a stimulus variable
• Students have options to select specific case or
problem that interest them and plan proper
nursing care

26. • It provides opportunity to reinforce the
theoretical knowledge through its application
in a real patient
• Increases learning ability

27. • Only applicable for small group of students
• Require careful planning