Bibliographic record and links to related information available from the Library of Congress catalog.
Note: Contents data are machine generated based on pre-publication provided by the publisher. Contents may have variations from the printed book or be incomplete or contain other coding.
Table of Contents Preface List of Tables List of Figures List of Boxes 1 Goals of Clinical Nursing Education Applying Theoretical Learning to Patient Care Situations Developing Communication Skills Demonstrating Skill in the Use of Therapeutic Nursing Interventions Evidencing Caring Behaviors in Nursing Actions Considering the Ethical Implications of Clinical Decisions and Nursing Actions Gaining a Perspective on the Contextual Environment Experiencing the Variety of Nursing Roles Summary References 2 Entering the Instructional Role The Academic Environment Becoming a Member of the Nursing Department Faculty Expectations of the Clinical Instructor Developing Collegial Relationships within the Nursing Department The Clinical Setting Demands of Clinical Teaching Expectations of Clinical Staff Expectations of Students Orientation to the Clinical Setting Summary References 3 Theoretical Approaches to Teaching and Learning in Clinical Nursing Education How Learners Learn Psychological Theories Developmental Theories Social Theories Behavioral Domains and Hierarchies of Learning Cognitive Domain Psychomotor Domain Affective Domain Nature of the Adult Learner Assumptions of Andragogy Conditions for Learning Benner¿s Framework for the Development of Clinical Expertise Summary References 4 Getting Started Program Faculty Clinical Staff The Clinical Group Before the Clinical Experience Begins The First Clinical Day Orientation Establishing Ground Rules Setting Expectations 5 Teaching and Learning Strategies for the College Laboratory Setting The Laboratory Setting Uses of the College Laboratory Instructional Materials Structuring the Laboratory Experience The Process of Learning a Psychomotor Skill Integrating the Cognitive Basis for Psychomotor Skills Summary References 6 Organizing and Managing Instruction in the Clinical Practice Setting Expectations, Hopes, and Fears Causing No Harm to the Patient Helping Patients Integrating Theory into Clinical Practice Learning Clinical Practice Skills Looking Good as a Nurse and as a Student Selecting Clinical Learning Experiences Curricular Goals Learning Environment Instructor Expertise Learner Characteristics Other Considerations Alternative Approaches Techniques to Help Students Prepare for Clinical Learning Experiences Teacher-Created Data Collection Forms Daily Nursing Care Plans The ¿Verbal Connection¿ Clinical Focus Guidelines Clinical Concept Mapping The Clinical Preconference Guiding Student Learning in the Clinical Setting Teaching¿Learning Principles Underlying Instruction Modeling the Professional Nursing Role Managing Off-Unit Experiences Taking Advantage of Serendipitous Opportunities The Clinical Postconference Summary References 7 Teaching and Learning Strategies for the Clinical Practice Setting Instructional Techniques for the Clinical Setting Demonstration War Stories Questioning Listening Supervision of Student Performance of Technical Skills Process of Skill Mastery How to Let Go When to Jump In Ensuring That Patient Needs Are Met Promoting the Integration of Theory and Practice Case Studies Seminars Nursing Rounds Written Assignments Developing Critical Thinking Skills and Reflective Practice What Is Critical Thinking? The Role of Reflective Practice Strategies for Promoting Critical Thinking and Reflective Practice The Affective Domain: Fostering Caring in Clinical Practice Summary References 8 Special Techniques for Special Settings The Maternity Setting: Managing Instruction to Capture the Cyclical Nature of the Maternity Experience The Pediatric Setting: The Problem of a Disappearing Clientele The Mental Health Setting: It¿s Communication, But Is It Therapeutic? Community Health Settings: Independent Practice in Unstructured Settings Reference 9 Theoretical Approaches to the Evaluation of Learning in the Laboratory and Clinical Practice Settings Philosophies of Evaluation Purposes of Evaluation The Evaluation Process Goals of Evaluation Standards for Evaluation Evaluation Methods Analyzing Results Reporting Results and Making Decisions Using Results Evaluating the Evaluation Process Summary References 10 Evaluation Strategies for the Laboratory and Clinical Practice Settings Identifying the Goals of Evaluation Clarifying the Standards for Evaluation Selecting and Applying Evaluation Methods Observations Written Work Oral Presentations Simulations Self-Evaluations Testimonials Analyzing Results Reporting Results Due Process Issues Confidentiality Issues Making Decisions Using Results 199 Evaluating the Evaluation Process References 11 Interpersonal Issues in Clinical Nursing Education The Instructional Role The Clinical Instructor as Teacher The Clinical Instructor as Supervisor The Clinical Instructor as Evaluator The Clinical Instructor as Nurse Communicating Caring Conveying Enthusiasm Communication Strategies Setting Goals Communicating Values Motivating Performance Praising Providing Corrective Feedback Preventing Unsafe Practice Describing Performance Deficits Disciplining a Student Failing a Student Removing a Student from the Clinical Area Responding to Student Stress Helping Students to Cope with . . . . . . Death and Dying . . . Disfigurement, Deformities, Wounds, and Other Alterations in Body Integrity . . . A Patient¿s Sexuality . . . Racist or Sexist Remarks by Patients . . . Staff or Physician Harassment Strategies for Working with the . . . . . . Reluctant Learner . . . Reticent Learner . . . Monopolizer . . . Distractor . . . Student Who Lies . . . Student Who Plagiarizes . . . Student Who Exhibits Inappropriate Behavior . . . Student with Attention Deficit Hyperactivity Disorder . . . Student Who Is Impaired due to Substance Abuse . . . Student Who Is Defiant . . . Student Who Is Uncivil . . . Student Who Is Poorly Groomed . . . Student Who Is a Family Member or Friend . . . Older Student . . . Male Student . . . Student Who Is Repeating the Course . . . Student Who Is Licensed as an LPN or RN . . . Student From Another Culture . . . Student for Whom English Is a Second Language Maintaining Relationships with Staff Controlling Emotions Summary References 12 Ethical and Legal Issues in Nursing Education Ethical Issues in Nursing Education Ethical Systems and Analytical Tools Approaches to Guiding Students through Ethical Dilemmas in Practice Ethical Issues Related to the Instructional Role Legal Issues in Nursing Education Licensure Issues Due Process Issues The Student with a Disability Contractual Issues Summary References Appendices A Sample Program, Level, and Related Course Objectives for a Baccalaureate Nursing Program B Sample Course Outline for a Nursing Course with a Clinical Component C Sample Clinical Evaluation Form D Sample Anecdotal Notes E Sample Agency Affiliation Agreement F Sample Clinical Preparation Forms G Sample Guidelines for Off-Unit Experiences
Library of Congress Subject Headings for this publication:
Nursing -- Study and teaching.
Clinical medicine -- Study and teaching.
Education, Nursing -- methods.
Clinical Competence -- Nurses' Instruction.
Teaching -- Nurses' Instruction.