The document outlines a clinical rotation plan for nursing students, detailing the structure and organization necessary for effective clinical experiences. It emphasizes the importance of planning in accordance with educational objectives and statutory requirements, ensuring adequate exposure without overcrowding. Additionally, it highlights the role of teachers in providing continuous, meaningful experiences that integrate theory and practice.

1. By, Mr. v. chandiran
1st
year M.Sc nursing,
K.M.C.H., C.O.N.
CLINICAL ROTATION PLAN

2. “Clinical rotation plan is the statement,
which explains the order of the clinical
posting of various groups of nursing
students belonging to different classes in
relevant clinical areas and community
health settings as per the requirements
laid down by the statutory bodies.”

3. • It will help student to gain maximum
experience from clinical area and
community settings.
• It will contribute towards the attainment of
overall objectives of the nursing
educational programme.

4. • accordance with the master plan
• It must be made in advance
• Maxims of teaching
• Principles of continuity, sequence and
integration should be followed.
• Enough teaching staff
cont…

5. • Seeking suggestion of nursing staff
• First year students
• All the students should get enough
experience
• All assignments related to clinical area
should be finished before the completion
of postings.
• Overcrowding is not advisable.

6. Factors to be considered in
planning CLINICAL ROTATION
• Standards, policies, philosophy and objectives of
organization.
• Curriculum outline
• Requirement laid down in syllabus and course
• Course objectives
• INC guidelines
• Nature of clinical facilities available, location of
ward.
• Teacher – student ratio
• Permission from authorities and payment of fees
• Formal theory classes
Cont…

7. Factors to be considered in
planning CLINICAL ROTATION
• Facilities
• Availability of appropriate time to avoid
overlapping of students
• Clinical instructors
• Number of staff nurses
• Duration
• Size of ward
• Select ward depending
• Adhere to rotation plan.

8. PLANING AND ORGANIZATION OF
CLINICAL EXPERIENCES
A) INTRODUCTION:
– LEARNING BY DOING.
– CONDUCTIVE ENVIRONMENT.
– RIGHT CLINICAL AREAS AT THE RIGHT
TIME.
– ORIENT.
– THEORY BEFORE CLINICAL EXPOSURE.
– REQUIREMENTS

9. CONTI..
B) FACTORS TO BE CONSIDERED FOR
PROVIDING CLINICAL FACILITIES.
– PHYLOSOPHY
– NURSING PHYLOSOPHY.
– FUNCTIONS OF NURSE AND LEVELS.
– COURSE OBJECTIVES
– STANDARDS
– AVAILABILITY OF INFRASTRUCTURE.
EQUIPMENTS AND SUPPLIES
– PERSONNEL
– BUDGET.
– FIELD VISIT.

10. 3. PRINCIPLES OF SELECTING LEARNING
EXPERIENCE IN CLINICAL AREA
– PRACTICE TYPE OF BEHAVIOR
– TIME AND OPPORTUNITY
– PROVIDE LEARNING SITUATION
– POSSIBILITIES OF STUDENTS.
– MASTERY OF ESSENTIAL INFORMATION.
CONTI..

11. CONTI..
4. ORGANIZATION OF LEARNING
EXPERIENCES
– CONTINUTY:
– SEQUENCE: .
– INTEGRATION:
– CORELATION:

12. Role of the Teacher
• One experience will provide many nursing
activities
• Different experiences should be provided to
reinforce many activities.
• No gap for provision of clinical experiences.
• relationship between theory and practice.
• Before the clinical experience, major has to be
covered.
• Concurrent evaluation to avoid mistakes and
subjectiveness.
Cont…

13. Role of the Teacher
• Teaching practice
• Provide experiences continuously, no student
should be left alone
• Overcrowding
• Division of students into groups, should be based
on supervisory principle depended on
– Alphabetical order
– Registered number of teachers
– Observation of students
– Number of clinical areas to be completed.
Cont…

14. Role of the Teacher
• Meaningful experiences
• Flexible, not too rigid
• All procedures have to be observed for each
student.
• Assigning clients depends upon
– Students level of knowledge and experience
– Faculty member
– Patients point of view, condition wise and system
affected
– Doctor’s wise
– Geographic area
– Needs of patient’s functional wise.

15. THANKS