1. The document discusses various aspects of clinical teaching methods for nursing students, including definitions, objectives, types of clinical teaching, and guidelines. 2. Some key types of clinical teaching methods discussed are nursing case studies, nursing case presentations, nursing rounds, bedside nursing clinics, nursing assignments, and nursing care conferences. 3. Effective clinical teaching methods should align with learning objectives and promote the development of students' knowledge, skills, and attitudes to prepare them for nursing practice.

2. Introduction
Definition
Objectives
Steps
Philosophy/principles of clinical teaching
Purposes
Types of clinical teaching
Guidelines
Evaluation
Conclusion

3. The clinical teaching is a type of group
conference in which a patient or patients is
observed and studied, directed towards the
improvement and improvement of nursing care.
Educators continue to seek ways of having
personal and close contact with master teachers
who inspire through their ability to communicate
their knowledge of the subject field and their
understanding of the student as an individual.

4. To describe effective teaching methods to promote the learning of
relational decisional and planning skills.
Identified barriers and solutions to achieving teaching excellence at
our organization.
Performed a self-assessment of our clinical teaching abilities.
Clinical teaching is a individualized group teaching to the nursing
students in the clinical area by the nurse educators, staff nurse and
clinical nurse manager.

5. Formulating objectives.
Determining the student knowledge by conducting
a test.
Planning the content for ward teaching depending
on the student’s knowledge .
Organizing the program.
Implementing & evaluating the sessions.

6. Clinical education should reflect the nature of
professional practice.
Clinical teaching is more important than class room
teaching.
The nursing student in the clinical setting is a learner,
not a Nurse.
Sufficient learning time should be provided before
performance is evaluated.
Clinical teaching is supported by a climate of mutual
Trust & respect.
 Clinical teaching & learning should focus on essential
knowledge, skills &attitude.
The espoused curriculum may not be the curriculum in
use.
Quality is more important than quantity.

7.  Traditionally, nurse educators have focused on
the process of clinical teaching. Many hours of
discussion of faculty meetings have been
devoted and to how many hours were spent in
the clinical area. However , current criteria for
accreditation of higher education and nursing
in particular focus on evidence that meaningful
outcomes of learning have been produced.
Therefore , the effectiveness of clinical teaching
should be judged on the extent to which it
produces desired learning outcomes.

8.  Knowledge
 Skills and
 Attitudes
That are accomplished through clinical teaching
and learning.
knowledge: clinical learning activities should
focus on the development of knowledge that
cannot be acquired in the classroom or in any
other learning setting. In clinical practice,
theory is translated into practice. Knowledge
outcomes includes cognitive skill in.

9.  Skill : it is most significant outcome of clinical
learning. Many skills have cognitive are attitudinal
dimensions but clinical teaching typically focuses
on the performance component.
 Attitude : clinical learning produces important
outcomes in attitudes and values that represent the
humanistic and ethical dimensions of nursing are
expected to inculcate and act on certain values
with regard to patient care and to use the process
of moral reasoning , values clarification and values
inquiry. These values are developed and
internalized through the process of professionals
socialization.

10. 1. To provide individualized care in a systematic, holistic approach.
2. To practice various procedures.
3. To collect and analyze the data.
4. To conduct research.
5. To meet the needs of client.
6. To improve standards of nursing practice.
7. To identify the problem of the client.
8. To maintain inter institutional relationship.
9. To learn managerial skills.
10. To develop high technical competent skills.
11. To become independent enough to practice nursing.
12. To learn various diagnostic procedures.
13. To become professionally active member.
14. To encounter reality in practice of nursing, synthesis learning,
practice activities described in the course objectives.

11. Field visits
Bedside
nursing
clinics
Process
recording
Health team
conference
Nursing
rounds
Nursing case
presentation
Nursing
care
conferences
Nursing
assignments
Nursing
case study
TYPES

12. Nursing case study
Nursing case study is in-depth study and analysis of progress of a patient
with specific disease who received nursing care for an extended period
raising between 7 and 10 days. In the case study the student get the
opportunity to understand the effects of particular nursing interventions
on specific problemdiagnosis.
Nursing case presentation
Nursing case presentation refers to a formal discussion of a particular
patient in details regarding medical diagnosis, clinical features, diagnostic
tests. Medical or surgical treatments, nursing assessment findings,
identified nursing problems and best possible planned nursing care
intervention considering best recommended practices.

13. Nursing rounds
It is a clinical teaching method in which a group of nursing students are
taken for a selected patient’s bedside visit by one or more nursing
faculties to discuss about the progress of the patient and further plans of
care, which provides the students 1st hand clinical nursing experience.
Bedside nursing clinics
Bedside nursing clinics is a method of clinical teaching which is also
called as bed side teaching. Where a small group of students taught about
a disease condition or nursing care practices directly on a real patient at
bedside which provides rich opportunity of visual, auditory, tactile and
olfactory experiences.

14. Nursing assignments
Nursing assignments refers to the assignments of a
particular patient of task of the patient to the nursing
students under the direct supervision of the nursing
teacher, where he/she get the opportunity to conduct
direct clinical learning experiences.
Nursing care conferences
Conference is the act of coming together of two or more
nursing individuals in a formal meeting for the purpose
of giving or exchanging ideas or in a formal discussion
of problem and their possible solution. It could be a
group or individual activity based on the needs and
purposes of conference.

15. Health team conference
Health team conference is a multidisciplinary team
activity, where professionals from different discipline
formally together to discuss a particular case or issue of
the common interest.
Process recording
Process recording is method of clinical teaching in which
students get an opportunity to directly interact with
patient in the supervision of clinical faculty where he/she
gets a chance to obtain skills of communication, history
taking, critical thinking and recording of interaction.
Field visits
Field visit is defined as a planned activity to take the
students out of classroom for observation of a particular
place, organization or situation to obtain 1st hand
experiences.

16. Concurrence with the educational objectives and
desired behavioral changes of the learner.
Accordance with the principles of teaching and
learning.
Accordance with the capacities and the
capabilities of the learner.
Accordance with the availability of resources.
Accordance with the teacher’s ability to use it
effectively and creatively.

17. Principles of selecting evaluation methods
Evaluation should be based upon first-hand(observed) or
objective(written) information.
It should match with the clinical skills or knowledge being
assessed.
Complex skill may require multiple sources of evaluation
before promotive /certification.
It should consider feasibility in terms of time, money, space,
trained observers / raters.

18. Clinical teaching should be based on a variety of methods. The students value a
gradual progression both in clinical experiences and teaching strategies from
more supervised methods to methods more oriented towards reflecting on
clinical practice and self-directed learning.