Clinical Teaching Course for Nurses assignment sample Singapore

The course is designed for registered nurses who are interested in developing their clinical instructor skills. The curriculum aims to equip them with the knowledge and skills needed to provide effective supervision of student nurses, new nurses or those practicing under a professional’s direct care during assigned shifts on an ongoing basis. Sessions include guidance with teaching methods as well as self-assessment tools.

TOA, TMA, GBA Assignment sample of Clinical Teaching Course for Nurses module Singapore

At the end of this course, Singaporean students will be able to learn Clinical Teaching Course for Nurses module with the help of the following learning outcomes:

1. Discuss the concept of clinical teaching and the role of a clinical instructor

Clinical teaching is the process of training nurses and other healthcare professionals through observation, supervised practice, formal didactic instruction, and evaluation.

Compliance with clinical teaching recommendations is low for a number of reasons. Clients may lack motivation they are too busy to address the educational needs because their sense of time urgency has been diminished by their physical limitations due to pain or fatigue (caregiver burnout). A more complex reason relates to inadequate financial resources clients who are privately insured usually have an annual limit on expenditures in therapeutic areas such as nursing care that makes it financially impractical for them to take part in extended treatment procedures such as directed self-caring and continuing rehabilitation.

A clinical instructor is a general term for anyone who teaches in the classroom or on the floor. Clinical instructors should be able to present material, answer questions, and give feedback as needed. They should also be able to assist with examining learners for skill mastery and provide quality course instruction based on current best practice guidelines. A clinical instructor may teach skills individually or with other faculty during small group activities; elevate skills by observing individual performance, demonstrating and supporting learners through hands-on practice; round in the hallway with one two nurses per shift practicing skills learned.

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2. Conduct clinical supervision of learners under their care

Clinical supervision is fundamental to the quality of health care and education delivered in most systems.

The American Nurses Association defines clinical supervision as “a method of combining one’s own expertise with that of an individual who holds a supervisory or teaching role in order to promote competence, confidence, collaboration, and resourcefulness.”

It is important for supervisors not only to know how clinical skills are applied but also how they are taught through instructional strategies. Effective teaching requires the ability to evaluate learners’ skill acquisition and the understanding that instruction may need revision at various points along this continuum. Learning is much different than memorizing.

3. Conduct briefing and debriefing sessions

Briefing and debriefing are important concepts in mission planning and execution. These two terms refer to the process of information sharing that takes place between all entities involved with a given military, intelligence, disaster relief, or other operation.

A briefing is a pre-mission briefing which occurs before operatives enter an area of danger. The goal of a pre-mission briefing is to provide agents with comprehensive knowledge about the geographical location they will be entering as well as any potential threats they may encounter while there.

A debrief is typically conducted following both missions and exercises to answer questions agents might have concerning either what just transpired or future tactics for similar assignments. In addition to answering agents’ questions from the field, debriefs also allow them to process what they have just experienced and analyze how it might be improved upon in the future.

4. Develop a lesson plan for clinical teaching

A clinical teaching lesson plan is a strategy for teaching in an unfamiliar or stressful environment. Here are some ideas to get you started:

1) “Walk and talk.” Walking together with your learners while asking them about their opinions and experiences on the topic of interest can foster camaraderie. They will feel that they are not being lectured, but talking as part of a collaborative relationship, which puts them at ease.

Lateral eye contact encourages the feeling of solidarity between individuals (and makes interesting conversational topics easy to find.) Also, remember that during this process you’re getting “the lay of the land” and learning about context so it can pay off when it comes time to teach. Listening also improves listening skills.

2) “Engage the hand.” Use a variety of approaches to make learning active. Make sure that it is not only seeing and hearing, but also doing. In addition to drawing on boards or writing on whiteboards, try posting images of body parts or equipment for learners to label during class.

3) Explore what has worked well in the past. If you are teaching with a group for the first time, research your colleagues’ best practices beforehand to get some ideas about how they approach teaching, e.g., Web sites such as TRSearch, University Teaching Labs (UTL), and Academic Exchange Server (AES).

Viewing videos posted by other instructors can be particularly helpful when in new environments. For example, if you’re teaching in a mixed medical/surgical unit, watching an instructor who taught there before can help gain perspective on the unique characteristics of that environment and can offer insights for how to tailor your lesson plan.

5. Conduct a teaching session

Hello, my name is Mandy Jones and I am a Clinical Instructor Student. My goal for today is to provide you with an organized approach to teaching clinical skills in the following order: Pre-session preparation, Activity Tasks – Strategies for Successful Session Activities – Moving Beyond Simple Rules (avoiding pitfalls), Evaluation & Debriefing.

Pre-Session Preparation: There are many aspects of the pre-session preparation that can be considered ahead of time guaranteeing a smoother flow.  Compiling and organizing materials in advance saves time during session so as not to interrupt the lesson due to going back to gather/read material needed.

Another aspect of prep would include reviewing any data relevant for this day’s lessons that may not be reviewed due to time constraints during the actual teaching session. This information is important to have on hand in case questions are asked or if needed for modification of lesson plan at a later point. Review dates, times, and locations which may be relevant for this specific session.

Activity Tasks – Strategies for Successful Session: How often do you hear complaints from learners that they feel everything is just being given to them rather than having to figure it out?  Consider creatively linking your content with some form of problem-solving tasks.

Here are two examples of ways you could incorporate these types of activities into your lesson plan:

1) Learners will be presented with a scenario about patient care and will be assigned different roles/jobs (i.e. how to give report, etc.)

2) Learners will be assigned a role/job relevant to the skills being taught for which they will have to figure out what needs to be done and you will act as support (i.e. a doctor for hands on skills such as starting an IV or giving report).

Evaluation & Debriefing: You may also wish to begin your session with a brief preview of some of the methods used in order to gauge their efficacy. This can include providing learners with examples of activities, tools, strategies that you plan or hope to use during your session. This provides learners with context and helps them prepare and set expectations. Also consider whether this is an appropriate approach, given the setting in which you are teaching.

Following each activity, quickly check for understanding with a brief post-session review. Checking for understanding at the end of activities and providing continuing support throughout session builds on participants’ success.

6. Demonstrate critical thinking skills in a reflective account of teaching session

Demonstration of critical thinking involves identifying, analyzing and comparing. Teaching should also involve assessing participants’ understanding of the material taught and then using feedback on misconceptions to adjust future teaching sessions.

Critically think about anything that you are passionate about or focused on. Ask yourself what’s not coming up? Where is there a lopsidedness in your assessment? Am I considering all aspects of a situation or are my conclusions too narrow? What am I missing out by not querying this more deeply?

If, for example, you have been trying to make a decision in life and thus far have not come up with any profound insights, consider what it’s like to gloss over your problem-solving process without pausing to ask the questions you need answered.

7. Demonstrate ability in interpretation of basic ECG rhythm, basic x-rays (CXR & AXR) & common laboratory investigations (FBC, U/E/Cr, LFTs, cardiac enzymes, Trop-T & ABGs)

Basic ECG Rhythm: The sinus rhythm (also called R on x-ray and normal rhythm) is a normal cardiac beat. The P wave of the sinus rhythm represents atrial depolarization, while the QRS complex followed by T wave represent ventricular depolarization. Sinus arrhythmia has no discernible P waves, but instead has uniform R amplitude with variable heart rate. The frequency in this arrhythmia can be anywhere from 20 bpm to 40 bpm.

Basic X-rays (CXR & AXR): An x-ray or you’ll first think of as simply a photograph is actually something much different. When astronomers discovered that light moves more slowly than radio waves, they devised a plan to use this difference to their advantage. By aiming an antenna at a star and aiming a telescope in the same direction as another antenna, astronomers realized that radio signals from space were timed from one telescope to the next.

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