Clinical Teaching Program in Obstetrical and Gynaecological Nursing

1. PRESENTED BY:
LAMNUNNEM HAOKIP
MSC (N) 2ND YEAR
UNDER THE SUPERVISION OF
MS. SHILPY MITTAL
ASST. PROF. (OBG)

2.  Clinical teaching lies at the heart of midwifery and women’s health
education. The contribution that clinical preceptors make the students
professional development cannot be overestimated. Midwives and
Advanced Practice Nurse have an exemplary tradition of serving as
clinical preceptors, and most welcome the challenge and stimulation of
working with students.

3.  “ Clinical teaching is a vehicle that provides students with opportunity
to translate basic theoretical knowledge into learning of variety of
intellectual and psychomotor skills needed to provide patient – centred
quality nursing care.”
- Schweer

4.  To provide individualized care in a systematic, holistic approach.
 To develop high technical competent skills.
 To practice various procedure.
 To collect and analyse the data.
 To develop communication skills and maintain interpersonal
relationship.

5.  To maintain high standard of nursing practice to become independent
enough to practice nursing.
 To develop, cognitive, affective and psychomotor skills.
 To learn various diagnostic procedures.
 To learn various skill in giving health education technique to the client.
 To develop proficiency and efficiency in carrying out various
procedure.

6.  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.

7.  Competence
 A broad base of knowledge in their
chosen field.
 Enjoyment of teaching and patient
care.
 Respects for students and patients.
 Accessibility and supportiveness.
 Being well-organized.
 Giving clear direction to students
about what is expected.
 Limiting the amount of content that
they teach in a given encounter.
 Teaching in a practical, engaging
manner.
 Continuously reflecting on their
teaching successes and failures.

8. GUIDELINES FOR
SELECTION OF
CTP
LEAFLETS

9.  Must be appropriate to objectives and desired behavioural changes.
 Must be in accordance with principles of learning.
 Must be in accordance with the capacity of the student.
 Must be in accordance with availability of resources.
 Must be in accordance with the teacher’s ability to use it effectively and
creatively.

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

11. ONE MINUTE
PRECEPTOR
MODEL PROBLEM
SOLVING
SNAPPS
PATTERN
RECOGNITION

12. One minute Preceptor
 This method of teaching is student and patient
centred, using questioning to determine the
needs of both student/patients. Preceptors can
assess the student’s critical thinking, clinical
reasoning, and knowledge base with a few
questions. This method also provides for
immediate feedback.

13.  Model Problem Solving
 This is another form of case-based
learning and often referred to as the “think
aloud” method. In model problem-solving
the preceptor demonstrates clinical
problem-solving by reviewing differential
diagnosis while verbally making the
“case” for each diagnosis.

14.  SNAPPS : This method is student-cantered, active learning. The student
takes a more active role by presenting analysing, reasoning, questioning,
and follow up on identified needs of a patient encounter.
 Summarize: Student provides brief, concise summary of history and
findings.
 Narrow differential: Student presents 2-3 differentials for the case

15.  Analyse differential: Student analyses differentials by comparing and
contrasting the choices. Determines most likely diagnosis. Preceptor can
assess student's clinical reasoning during this section.
 Probe Preceptor: Student use preceptors as a knowledge resource and
ask about uncertainties. Review possible alternative approaches with
preceptor. Can prompt preceptor to give clinical pearls.

16.  Plan management: Student discusses a management plan and/or next
steps with reinforcement/input from preceptor.
 Select case directed learning: Student self-identifies a learning need
related to the case and later discusses findings with the preceptor.

17. Pattern Recognition
 This is cased-based teaching that is effective for straightforward
common patient problems such as URI, UTI, Strep throat etc. This is
method is especially helpful when there are time limitations and the case
is straightforward.

18.  Bedside clinic: 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.

19.  Nursing rounds: 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.
 Nursing shift reports: Nursing care reports are
written or oral summary of the nursing actions
taken in relation to patient’s care.

20.  Demonstration: Demonstration teaches by
“Exhibition & explanation” • It trains the
students in the art of careful observation
 Nursing care studies: Method which
focuses on information and facts about
patient, the disease condition, social and
personal history and the application of this
knowledge in rendering nursing care

21.  Laboratory method: Laboratory is a part of clinical
teaching that offers students with the opportunities to
apply their theoretical knowledge or previous learning
into practice in a controlled situation under guidance and
supervision where there is no client.
 Nursing assignment: It is the part of learning
experiences where the students are assigned with patient
or other activities concerning to patient in clinical
laboratory.

22. RESPONSIBILITIES
OF CLINICAL
PRECEPTOR
PAMPHLETS

23.  Set objective, standard for practice.
 Develop evaluation tools.
 Should take permission of the institute.
 Prepare master rotation plan.
 Set up the clinical area in an instead manner.
 Keep ready equipment in working condition to provide nursing care.
 Direct and supervise the students.

24.  Demonstrate nursing procedure on patient and ask the students to re-
demonstrate procedures to develop skill and confidence.
 Analyse the difficulties and guiding the students accordingly.
 Encourage, motivate and inspire students.
 Maintain strict discipline.
 Maintain student’s record e.g. Duty schedule, individual assignments,
evaluation tools, clinical teachings and performance of students.

25.  Conduct individual with the students to solve any problem arose and to
meet their professional and personal need.
 Supervise assignment like ward teaching class, case study, health talks.
 Has to participate in faculty conference.
 Focus attention of students upon the medical and nursing problems of
client to whom they are assigned.
 Assist students in preparing teaching plans.

27.  Singh Indira, Essentials of education A text book for nurses and other health
professional, 5th edition, Hisi offset printer Pvt. Ltd, page no – 230- 254
 Lily Podder, fundamentals of Midwifery and Obstetrical Nursing, ELSEVIER
publication. Page no. 280 – 285.
 I. Clement. Management of Nursing services and Education. 3rd Edition.
ELSEVIER. pp 457, 544 – 547.
 https://www.bing.com/search?q=clinical+teaching+program+in+obg+nursing&cvid=
b5ab87a1f08446128d9432a09eb0bba4&aqs=edge.0.0j69i59l2j0l3j69i60j69i64.8981
j0j1&pglt=171&FORM=ANNTA1&PC=DCTS&ntref=1
 https://obgyn.uw.edu/education/clinical-program
 https://medicine.utah.edu/faculty-dev/programs/academy-med-
education/files/clinical-teaching-effective-strategies_laura-2014.pdf