Creating a Learning Environment in Clinical Education
description
Transcript of Creating a Learning Environment in Clinical Education
![Page 1: Creating a Learning Environment in Clinical Education](https://reader031.fdocuments.us/reader031/viewer/2022013122/56813fef550346895daaf781/html5/thumbnails/1.jpg)
Creating a Learning Creating a Learning Environment in Clinical Environment in Clinical
EducationEducation
Creating a Learning Creating a Learning Environment in Clinical Environment in Clinical
EducationEducationPartners in Teaching Partners in Teaching
January 8, 2004January 8, 2004Pat Ceri RN, MNPat Ceri RN, MN
![Page 2: Creating a Learning Environment in Clinical Education](https://reader031.fdocuments.us/reader031/viewer/2022013122/56813fef550346895daaf781/html5/thumbnails/2.jpg)
What is Learning Environment
• The conditions, forces and external stimuli which affect the individual; a network of forces and factors which surround and affect one (Bloom, 1965)
• Basic ideas and principle of teaching and learning in a clinical area
• Context of nursing care – Unit staff & culture– Clinical instructor
![Page 3: Creating a Learning Environment in Clinical Education](https://reader031.fdocuments.us/reader031/viewer/2022013122/56813fef550346895daaf781/html5/thumbnails/3.jpg)
Cahn, D. (2002) J. of Nsg Educ. 41:2:69-75.
Aspects of Environment Affecting Student
Learning
• Quality of student preparation• Characteristics of instructor• Characteristics of unit/unit staff• Peer support• Past clinical experiences
![Page 4: Creating a Learning Environment in Clinical Education](https://reader031.fdocuments.us/reader031/viewer/2022013122/56813fef550346895daaf781/html5/thumbnails/4.jpg)
Gaberson, K. & Oermann, M. (1999). ClinicalTeaching Strategies in Nursing. NY: Springer.
Clinical Education
• Critical thinking development• Problem-solving abilities• Specialized psychomotor &
technological skills• Professional value system
![Page 5: Creating a Learning Environment in Clinical Education](https://reader031.fdocuments.us/reader031/viewer/2022013122/56813fef550346895daaf781/html5/thumbnails/5.jpg)
Chan, D. J. of Nsg Ed. (2002) 41:2:69-75
Expectations of Clinical Placements
• Application of knowledge• Development of skills• Development of attitudes & values
inherent in the profession of nursing
![Page 6: Creating a Learning Environment in Clinical Education](https://reader031.fdocuments.us/reader031/viewer/2022013122/56813fef550346895daaf781/html5/thumbnails/6.jpg)
Paton, B. (2003)Unready-to-hand as Adventure: Knowing within the Practice Wisdom of Clinical Nurse Educators.
Clinical Practice• Opportunity to learn how to learn in a
continually changing and complex organization
• Handle ambiguity, complexity, uncertainty, conflict and instability, to think like professionals, develop personal responsibility and accountability, problem-solve, and make decisions
![Page 7: Creating a Learning Environment in Clinical Education](https://reader031.fdocuments.us/reader031/viewer/2022013122/56813fef550346895daaf781/html5/thumbnails/7.jpg)
Chan, D. (2002). J. of Nsg Ed. (2002) 41:5:69-75
Expectations of Clinical Teachers
• Monitor students’ needs• Monitor clients’ needs• Monitor clinicians’ needs• Respond to unplanned activities• Practical teaching• Assessing students• Supporting students• Facilitating students’ learning
•
![Page 8: Creating a Learning Environment in Clinical Education](https://reader031.fdocuments.us/reader031/viewer/2022013122/56813fef550346895daaf781/html5/thumbnails/8.jpg)
Gillespie, M. J. of Adv. Nsg. (2002) 37:6:566-576
Expectations of Clinical TeachersCoach & Guide
• Assisting students to plan care• Assisting students to deliver care• Developing relevant nursing skills• Assessing student understanding of
patient status
![Page 9: Creating a Learning Environment in Clinical Education](https://reader031.fdocuments.us/reader031/viewer/2022013122/56813fef550346895daaf781/html5/thumbnails/9.jpg)
Characteristics of Good Clinical Teachers
• Interpersonal aspects:– Role modeling– Relationship: rapport, genuineness, respect– Enjoys nursing and teaching
• Competence:– Theoretical and clinical– Attitude to profession
• Teaching ability: – Knowledge of philosophy of school & curriculum
– Evaluation practices
![Page 10: Creating a Learning Environment in Clinical Education](https://reader031.fdocuments.us/reader031/viewer/2022013122/56813fef550346895daaf781/html5/thumbnails/10.jpg)
Scanlan, J.M. Nsg & Health Care Perspectives, (2001), 22:5:240
How do we become clinical teachers?
![Page 11: Creating a Learning Environment in Clinical Education](https://reader031.fdocuments.us/reader031/viewer/2022013122/56813fef550346895daaf781/html5/thumbnails/11.jpg)
The Student Experience
• Anxiety• Vulnerability• Change in role from classroom
thinker to “real-world” doer• Competing demands
![Page 12: Creating a Learning Environment in Clinical Education](https://reader031.fdocuments.us/reader031/viewer/2022013122/56813fef550346895daaf781/html5/thumbnails/12.jpg)
Paton, B. (2003). Unready-to hand as Adventure....
The Experience of Clinical Practice
• Envisaging oneself as a nurse• Coping with technology• Negotiating with physicians• Facing suffering and death• Learning skills of involvement• Learning to cope with ones feeling of
inadequacy
![Page 13: Creating a Learning Environment in Clinical Education](https://reader031.fdocuments.us/reader031/viewer/2022013122/56813fef550346895daaf781/html5/thumbnails/13.jpg)
Betz, C. J. of Nsg Educ. (1985) 24:301-302 in Chan, 2001
Supportive Aspects of Clinical Experience
Strengthen students’ independent professional growth and encourage peer-level interactions with other health care professionals
• Autonomy & recognition
• Role clarity• Job satisfaction• Quality of
supervision• Peer support• Opportunity for
learning
![Page 14: Creating a Learning Environment in Clinical Education](https://reader031.fdocuments.us/reader031/viewer/2022013122/56813fef550346895daaf781/html5/thumbnails/14.jpg)
Saarikoski, M. & Leino-Kilpi, H. (2002) Int. J. of Nsg Studies. 29:3:259-267
“Good” Clinical Learning Environments
• Non-hierarchical structure• Teamwork• Good communication• Positive atmosphere• Good team spirit• Working together• Motivated staff• Supportive of students• High quality nursing care
![Page 15: Creating a Learning Environment in Clinical Education](https://reader031.fdocuments.us/reader031/viewer/2022013122/56813fef550346895daaf781/html5/thumbnails/15.jpg)
Crawford, MW & Kiger, AM (1998) JAN 27:1:157-164
Phases of Adaptation to Clinical: Adaptation
• Description– New area, anticipated characteristics of pt/needs– Reputation of unit– Physical orientation– Getting to know the staff– Insecurity, lack of knowledge, anxiety
• Strategies: – reading ward objectives, observing, practising new
procedures, seeking role models, questioning, seeking reassurance
• Barriers: excess anxiety, insufficient support, unrealistic expectation
.
![Page 16: Creating a Learning Environment in Clinical Education](https://reader031.fdocuments.us/reader031/viewer/2022013122/56813fef550346895daaf781/html5/thumbnails/16.jpg)
Crawford, MW & Kiger AM (1998) JAN 27:1:157-164
Phases of Adaptation to clinical: Stabilization
• Strategies– Beginning awareness of gaps in knowledge
• More probing questions
– Increased discrimination of performance against standards Able to cope with most situations
– Helping others– Aware of increasing knowledge
![Page 17: Creating a Learning Environment in Clinical Education](https://reader031.fdocuments.us/reader031/viewer/2022013122/56813fef550346895daaf781/html5/thumbnails/17.jpg)
Crawford, MW & Kiger AM (1998) JAN 27:1:157-164
Phases of Adaptation to Clinical: Consolidation
• Strategies– Expertise the goal, managing complexity – Minimal supervision– Application of theory to practice– Evaluation against standards
• Barriers: – Perception of not meeting expectations
![Page 18: Creating a Learning Environment in Clinical Education](https://reader031.fdocuments.us/reader031/viewer/2022013122/56813fef550346895daaf781/html5/thumbnails/18.jpg)
Teaching & learning
Teaching & learning
Problem-solving
Problem-solving
Relationship
Building
Learner
KnowledgeLearning
Environment
Subject
Knowledge
Patient
Knowledge
Role-Modeling
![Page 19: Creating a Learning Environment in Clinical Education](https://reader031.fdocuments.us/reader031/viewer/2022013122/56813fef550346895daaf781/html5/thumbnails/19.jpg)
![Page 20: Creating a Learning Environment in Clinical Education](https://reader031.fdocuments.us/reader031/viewer/2022013122/56813fef550346895daaf781/html5/thumbnails/20.jpg)
Strategies• The teacher• The unit/clinical area• The student• The faculty
![Page 21: Creating a Learning Environment in Clinical Education](https://reader031.fdocuments.us/reader031/viewer/2022013122/56813fef550346895daaf781/html5/thumbnails/21.jpg)
An experienced instructor says:
I try to eliminate as many of the stressors for the students as possible through making feedback & expectations clear, applying the rules equally, gradual immersion of the student into the clinical workload, a welcoming greeting from the unit manager,
![Page 22: Creating a Learning Environment in Clinical Education](https://reader031.fdocuments.us/reader031/viewer/2022013122/56813fef550346895daaf781/html5/thumbnails/22.jpg)
dealing with concerns promptly, negative feedback given in a confidential manner & location, not correcting a student in front of a patient.
![Page 23: Creating a Learning Environment in Clinical Education](https://reader031.fdocuments.us/reader031/viewer/2022013122/56813fef550346895daaf781/html5/thumbnails/23.jpg)
I ensure that I have credibility with the unit manager and clinical staff and health team members through current knowledge regarding the area, sharing my resources with staff, familiarity with the equipment in use and the policies and procedures on the unit.