Clinical Teaching Case Study 2022

Running head: CLINICAL TEACHING
CLINICAL TEACHING
Name of the Student
Name of the University
Authors note

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CLINICAL TEACHING
PART 1:
In order to learn and at the same time develop professional competences clinical studies
constitute bachelor programs in the field of nursing education in terms of determining the quality
of the education, which must be decisive for the opportunities for the students. The central
objective and prime aim of this study is to perform the task of exploring what the students have
perceived in the field of nursing to be important in order to achieve good learning experience in
clinical studies (Dales, Leland & Dales, 2013).
The informational data was gathered in a defined group interview along with eight
students from the nursing field who belongs to the last year of the educational program. The
interview was not a basic sort of interview session rather a specialised one, as it was transcribed
verbatim, and it has been done by using the analysis process which is qualitative in order to
interpret and explore the content of the text of the interview. There is one central theme that has
surely emerged from the analysis, which presents the scenario of being in a exposed and
vulnerable position or situation which is characterized by conflicting needs. Under this notion
there are four sections or categories that were found, they are, aspects related and connected to
the supervisor of the nurses, related aspects to the students of this field, aspects related to the
clinical setting, and lastly aspects related to the relationship of the supervisor of the students.
These finding have definitely exposed or revealed the fact that the motivation of the students
along with the experiences of their learning are connected and interlinked to the relational,
organizational and individual aspects. The students of this field have shed light on the context of
their own and at the same time on their teacher or supervisor's competences, attitudes, along with
the vitality of the positive and productive connection. In addition, feeling included and
welcomed, along with valued in ward improvisation in the motivation, self-esteem, self respect

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and self confidence. Organization procedure of a good arena of learning in terms of clinical
setting is very much vital students who belongs to nursing field because a large part of these
programs actually cover their studies and training. The quality of the education program
therefore extremely important and influences the quality of the studies as an entire. Clinical
studies in the field of nursing education a decisive aspect for having positive experience in terms
of learning has been defined to be connection among the students and the teacher or supervisor.
The collection of regular feedback along with reflection on it and delivery of the practical advice
from the supervisor of the clinical studies are important factors in terms of developing the
students practical confidence, competence, self esteem and motivation (Rajeshwaran, 2016). The
senior nurses must play a role of positive inspiration for the nurse students who are in clinical
training. Having often dialouge and reflection with the clinical supervisor or teacher are some of
the prime important ways of learning for the students. Despite, this on the other hand the student
nurses might get massively vulnerable due to the extreme frequent supervision and start
depending on the teachers judgement and assessment. Shakespeare and Webb defined that
students often focuses more on becoming a good student by convincing their teachers or
supervisors rather than concentrating on attitudes as clinical competence. The assessment form
involves evaluation of the competences of the nursing students in the field of hospital studies,
based on skills, attitudes and knowledge. In addition, the students responsibility in terms of their
self assessment is more enhanced compared to the earlier processes. They require to evaluate
their competence level and fill the form, and their supervisors or teachers will perform their part
accordingly (Spencer, 2003).
These evaluations altogether constitutes a basis for conversation and discussion in the
field of assessment meeting conduction with the other teachers of the organization. Informal

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feedback and preliminary experiences from peers indicate that the new evaluation process might
affect various aspects related to the peer's relationship with the teacher and the clinical training in
general. Thus, the motive of this study is to focus on the exploration of the students study in
nursing which is important to perceive for having good learning experience in clinical studies, in
wards after the introduction of a new evaluation form. In this plan will occur under the
supervision of the students and the teachers along with the senior nurses who will play the
subsequent roles of supervising, guiding and evaluating the nurse students in this clinical study
field (Lechner, 2001).
PART 2:
Teaching (Lesson) Plan Template
Title: Health Journal Target Group: Students from level 1 and
2 Date & Time: 12.04.2020 Duration: 4 hours
Aim of the session: The aim of the program is to boost the experience of the student nurses in
the field of clinical studies and exploring their opinion.
Learning Outcomes (minimum of 3) See Blooms Taxonomy of objectives
The learning outcomes are the goals or aims for the student learning in a setting of course, it
demonstrates, what the teacher wants its students to know or understand and value after the
course is over. Using Blooms Taxonomy in terms of learning outcome, can be a great tool in
terms of helping in choosing action verbs, which reflects the appropriate level of rigor
intended for the course.
Teaching &
Learning Actions:
A qualitative
descriptive,
How will I focus
learners’ attention?
Answer: Like
How will I
motivate
learners?
How will I access prior
knowledge?
Answer: in terms of

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contextual and
exploratory program
and research design
will be implemented,
for better
understanding of the
students and to
improve the
coordination among
the teachers and the
students.
Time in Minutes:
education in other
fields, clinical
studies also uses the
similar terminology,
however, research
search in this field
are not sufficient in
order to address any
particular topic and
that is why it needs
attention in terms of
a different group of
factors involving
team, individual,
context and culture.
Behavioural,
sociocultural and
cognitive theories
are helpful in order
to describe processes
and variables in
research educational
programs. The
teachers and other
guides must be
aware regarding the
fact of making the
teaching or
delivering any
practical knowledge
in a way that the
students will interest
in them and must
know the technique
of grabbing their
focus by interacting
with them and taking
frequent feedbacks.
What are the
group/participant
dynamics going on?
Answer: level 2 and
level 3 students were
selected for taking
Answer:
specifically in
the field of
clinical
studies, it is
quite obvious
a student to
suffer with
anxiety and
stress while
dealing the
patient or any
of the clinical
procedure in
general, so the
factor of
acceptance of
the mistakes is
great way of
keep
motivating the
students in
order to help
retain their
confidence
and practice
the tasks till
the time they
are becoming
polished and
in this process
physical and
mental
guidance from
teachers or
supervisors
along with the
senior nurses
is very much
(Gaberson &
Oermann,
2010).
acquiring prior knowledge
regarding the students it is
essential to focus on the level
of ability of the students and
his capability of taking stress,
and keep on performing the
task even after that. It is also
important for the focus on the
previous academic markings
of each student in order to
judge their performance in
this learning program and in
order evaluate their all over
improvement in the
performance (White, 1993).

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part in the program
as guides as they had
the experienced to
such clinical
settings, so they will
be able to guide their
juniors or the student
nurses in the clinical
practices.
20 people from level
2 and level 3 will be
chosen with the help
of convenience
sampling technique.
The list which was
used in order to
obtain the
participants was
collected from their
classes.
Time:
4
hours
Key Points Teaching &
Learning
Strategies
Assessment or
Evaluation Strategies
Content:  Identifying the
hindering and
contributory factors
in terms in of
effective learning
of the students in
the field of clinical
studies.
 Exploring the
interest and
experience of the
student nurse in the
field of clinical
area.
 Identifying
different strategies
of teaching which
will encourage the
learning process in
the ground of
clinical studies.
Teaching and
learning in this
field is basically
premised on
encounters in the
clinical
environment
which is based on
patients and their
problems allies
with the
treatment and
medicines and
procedures that
are need to be
followed in order
to perform in this
ground. The
teacher or
supervisor here is
an experienced
clinical field
person who has
served for an
adequate amount
of time in this
field and who is
supposed to guide
The clinical experience of the
students of this field who are
the student nurses presented
their ability in this learning
program under the guidance
of the seniors and under the
supervision of their teachers.
They struggled with many
challenges in the process
during their rotation. Some
of them even faced the level
of stress while dealing the
patients. The instructions and
experiences, which they got
here is completely different
from the experience of their
classrooms. The gap among
the practical and theoretical
practices causes influences
and conflicts.

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the student
through all the
procedures.
Adapted from McLeod, J.H. & Reynolds, R. (2003) Planning for Learning, Tuggerah Social Science Press.

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References:
Dale, B., Leland, A., & Dale, J. G. (2013). What factors facilitate good learning experiences in
clinical studies in nursing: Bachelor students’ perceptions. ISRN nursing, 2013.
Gaberson, K., & Oermann, M. (2010). Clinical teaching strategies in nursing. Springer
publishing company.
Lechner, S. K. (2001). Evaluation of teaching and learning strategies. Medical Education
Online, 6(1), 4529.
Rajeswaran, L. (2016). Clinical experiences of nursing students at a selected institute of health
sciences in Botswana. Health Science Journal, 10(6), 1.
Spencer, J. (2003). Learning and teaching in the clinical environment. BmJ, 326(7389), 591-594.
White, E. (1993). A Detailed Study of the Relationships between Teaching, Support, Supervision
and Role Modelling in Clinical Areas, within the Context of the Project 2000 Courses.