Clinical teaching in nursing

Part 1 Clinical teaching: what is clinical teaching?; the environment for clinical teaching; implications of the clinical learning environment; challenges; framework of the book. Part 2 Foundations of clinical teaching and learning: educational foundations; nursing theory foundations. Part 3 Learning in the laboratory: the clinical learning cycle; the lab in nursing programmes; purposes of the lab; design of the lab - physical facilities; managing the lab session; models of lab teaching and learning; curriculum design and lab teaching and learning; learning problems and teaching skills; increasing motivation for learning in the lab; reactions of learners in the lab; the role of the clinical teacher in the lab. Part 4 The briefing - preparing students for clinical practice: are briefing sessions necessary?; purposes of the briefing session; preparing for the briefing session; planning a programme of briefing sessions; conducting the briefing session; practice-based briefing sessions; the role of the clinical teacher in the briefing session. Part 5 Learning through clinical practice: supporting; observing; guiding; facilitating; resourcing; the environment for clinical learning and teaching; clinical assignments; quality of the clinical experience; roles of the clinical teacher with students in the clinical/community setting. Part 6 Debriefing - reflecting on practice: purposes of debriefing; preparing for debriefing; conducting the debriefing session; debriefing the students' experience; roles of the clinical teacher in the debriefing session; concluding comments on the clinical learning cycle and the clinical teacher. Part 7 From student to nurse.

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Based on their research into clinical teaching in nursing, the authors of this work adopt an approach that considers the context in which clinical teaching takes place. The cycle of events in the preparation for and follow-up of practice is seen in the context of the socialization from student to nurse. The book applies the concepts of the clinical learning cycle to clinical teaching and suggests a style of professional practice that students can learn to adopt. Clinical teaching is regarded as a specialized field of practice, with skills that are different from classroom teaching. Examples of commonly encountered problems invite readers to think through their responses to a situation before proceeding to a suggested source of action. The principles of clinical teaching are universal although they will have variations in application in different settings. The book should be of use to nurse educators, curriculum developers, staff development personnel, workshop facilitators, basic biological and social and behavioural science teachers.