Teaching in Nursing: Importance of Bedside Teaching Method

This report discusses the importance of bedside teaching method in nursing and how it can improve the clinical skills, communication, and ethical considerations of nursing staff. It explores the benefits of bedside teaching for both nursing staff and patients, including improving clinical practice, developing transferable clinical skills, and enhancing professional thinking and communication skills.

TEACHING IN
NURSING

Table of Contents
INTRODUCTION...........................................................................................................................1
MAIN BODY...................................................................................................................................1
CONCLUSION................................................................................................................................6
REFERENCES................................................................................................................................7

INTRODUCTION
In the healthcare setting, communication and interaction is the major approach which is
taken by healthcare professional in order to develop education and promote further knowledge
among the individual. In addition, the clinical teaching method is appropriate in order to educate
and promote knowledge within the patient for their health issue. While taking the context of
clinical teaching method which is usually involve the interpersonal communication which is
situated among the teacher, learner and learning group (Abbas and et. al., 2019). With the
healthcare setting, the clinical teaching method and such type of communication has been
established within the nurse and patient. In addition, the bedside teaching also plays vital role as
a communication technique that is associated between the nurse and patient. The bedside
teaching is defined as the clinical teaching method that help to show the appropriate aspect that
help to build the communication and interaction in all the ways that provide productivity among
the nurse and patient. In this report, the major discussion is based on the bedside teaching which
is a part of clinical teaching method. The benefits and their significance is well discussed among
the several populations that is related with the healthcare setting. In addition, the report also used
to explore about the various aspect which is play crucial role within healthcare setting by
formulating the context that is based on communication (Alberta David et. al., 2018).
MAIN BODY
Teaching at the bedside is refer as the method of teaching which is showing their relativity
in the presence of patient. Sometime, the thought which is applicable only with the hospital
setting. in this, the bedside teaching skill useful in order to provide the aspect of condition which
is based on teaching that occur with the presence of patient that usually include the long-term
care facility and office setting. In the context with the bedside teaching in nursing, it is well
defined as the part of clinical round where the both nurse and patient taking the bedside to
discuss the case and demonstrate a clinical procedure and process. Moreover, it helps to provide
the learning in term of real context that help to identify the student skill and enhance the
learning, motivation and professional thinking which help to show the aspect of communication
and critical problem solving. In addition, it helps to provide the core aspect which is related with
the aspect of decision making and ethical skills and they also help to improve the patient with the
context of understanding (Bagley et. al., 2018). The significance of teaching bedside teaching
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method started with the begin by asking the permission which help to teach at the bedside. In
this, they used to inform the patient and family member with the expectation that what the next
happen. Moreover, they also allow the patient in order to decide the that what they want to like
as a visitor or the family member which is based on the remain factor that is related with the
room. In addition, they also used to encourage the by interruption, ask question and express that
have fear towards rising of concerns (Ciesielski, 2022).
The bedside teaching is usually supported by the both student and teacher with the aim
where student show and gain the first-hand experience of the doctor and patient relationship. The
patient centred care is usually observed with the direct way and they are getting learn something
new which is based on experience which is not just to assess the disease but also provide the
understanding which is based on the professional and personal development. It also helps to
provide the empathise with the human effect toward the illness and disease. In addition, the
process of interacting with the patient with time it will become clarified. Bedside teaching
usually plays a signifying role within the healthcare setting and among the clinical method
teaching towards the raising of confidence which is based on communication and examining real
patient, with the reassurance of more experienced practitioner at the hand. The bedside teaching
which is also show the open mind towards the reality with the clinical medicine perhaps that
cannot be mimicked with the term of actor. In addition, it usually takes time in order to produce a
role that related with the patient through the history from the patient. The balance of being
efficient with the course of time and they are establishing the rapport with the patient that what
they used to get learn. There are some of the clinical sign and experience which is usually
simulated, many cannot for example tactile experience with the objectification that names
hepatosplenomegaly. Whereas, the bedside provides the evidence that is connected with
improvement in order to support that provide the course of skill through the bedside teaching.
Student teacher and patient show importance towards the bedside teaching that may be
helpful in order to achieve the learning from the such kind of clinical teaching method. they are
usually initiated in order to minimise the disruption to ward work and help to ensure the
preservation of autonomy. In this, the protected time which is associated for the teaching should
be allocated to teacher (Destino, Shah, & Good, 2019). The doctor which helps to make the
important and effective pool toward the teacher. In this group of fresh and learned clinical
examination skill which is associated with the impart of their wisdom. In addition, the
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development of teaching skill which is based on the undergraduate level with the depth of
incorporation of the both teaching methodology and teaching opportunities into the curriculum.
Senior medical student which has implemented successfully with the same acceptability to those
who is leading by senior staff (Legriel et. al., 2021).
High-quality medical education is the fundamental rights of the student regarding to
understand high-quality medical care. In addition, there are various clinical method of teaching
are usually taking into the practice that followed various clinical practice that involves the aspect
of diagnosis and concept of management of patient issues. Moreover, the teaching of clinical
medicines is usually carried out on the real patient. The bedside teaching cannot be neglected and
ignored because it is helpful to create a tendency of learning on the real patient. it is a tradition of
teaching where the real patient used to be taken for the analysis and the student and teacher used
to value the patient history in the humanistic aspect of medicine in order to understand the
difficulty and activities that manage the condition of patient. Moreover, providing comfort to the
patient is the vital aspect that is helpful in order to maintain environment for all the patient,
participants, learner and student. The bedside teaching is very important because it helped to
provide opportunity to understand the scenario on the real patient (Magnavita & Chiorri, 2018).
The importance of bedside teaching is usually providing a chance to ask the relevant
question that is helpful in order to obtain the history and developed examination on the physical
basis that is a sympathetic manner. Teaching with the help of bedside method are usually
represent and better opportunity towards the modelling of professional behaviour. In addition, it
is helpful to provide active learning in the real context (Zuhroidah, Huda, & Cahyono, 2019).
Therefore, it is useful in order to observe the students’ skills increase the motivation and
professional thinking that integrate clinical communication and other problem solving and
decision-making aspect. In addition, it also improves the patient understanding. Moreover, the
bedside teaching allows the patient to provide their direct feedback that it is helpful to strength
the learning from the patient and also offer a realistic opportunity for the learner to observe and
learn the approach with the reality-based experience on the clinical practice. The clinical teacher
also helpful to provide the feedback while communicating with the patient in the effective ways.
In this, the clinical teachers are usually tending to communicate with the student and the patient
in the same manner that provide division of respect (Vega & Hayes, 2019). The role modeling of
skill and attitude which may impact in the positive way and it is vital for the study. Moreover,
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the major difficulty is to communicate with the patient with the original words as a clinical
teacher because the patient has shared their information with their teacher in the same way as
compared to the health care professionals. In this, some of the reasons are also discussed in a
way to create a better understanding that bedside teaching is declining due to some reasons. The
most important reason for the neglecting of bedside teaching at time constraints due to the
pressure on the patient with enhanced record-keeping. In addition, the unworkable expectation
and lack of confidence experience and comfortable role of the bedside teacher also create
distraction and hesitation among the patients (Yousefi, Farsi, & Rajai, 2019).
There are various benefit of bedside teaching method to the nurse and patient which are
highly effective and allow to improve and perform the role more effectively. In this, there are
some of the benefit to the nursing staff through the bed teaching method. Nursing staff can learn
about the context related with symptom and sign to derive from a life patient (Bunkenborg et. al.,
(2019)). It can be effective and can allow nursing staff to learn about the symptom which have
been derived from the patient. This can provide learning to the nursing staff related with different
type of disease and conditions. This can enable them to learn about the difference and insect
which can help them to improve their knowledge and learning. It also enable them to improve
their experience as a nursing staff to deliver proper care and treatment to the patient through
learning about the context of sign and symptom. It can also help nursing staff to enhance their
knowledge and learning which can also enable them to use those learning in further professional
life (Wynendaele et. al., (2019)). This can be effective and improve their practices during
delivery of health and social care services within the healthcare premises. It also provide benefit
in increasing nursing staff learning and motivate them which include excitement, to feel, see and
hear the lecture note, seminar or tutorial. Here, nursing staff get the motivation to use those
learning in their practical life. This can enable them and decide them to hear and see about the
patient condition which can be effective and enable them to utilize their knowledge and learning
in the practical life. This can provide benefit to nursing staff member to utilize their knowledge
and learning to improve patient health. It can also effectively deliver the care services and
treatment to patient which can allow them to manage the health condition of patient with the help
of using their academic learning and knowledge.
Learning about the bedside teaching as a clinical teaching method which can be
effectively help nursing staff to take care about the patient health and related condition (Natesan
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et. al., (2020)). It can also help them to motivate to learn about the patient health condition
through to see, feel and hear them physically through getting seminar, tutorial and lecture note. It
can enable them to improve their learning and knowledge which can be utilized in future
practically to deliver care services to the patient for improving their health. It also provide
benefit through improving clinical skill to the nursing staff. Bedside teaching methods also
enable nursing staff to get a highly benefit in improving and learning new skill. These skill can
be effectively used during delivery of healthcare services to patient for improving their health. In
the clinical condition, nursing staff need to process some clinical skills which can be utilize
during delivery of quality care and treatment to patient (Miller, (2020)). Here, nursing staff needs
to ensure about improving their clinical skills which should be effectively learn about the service
delivery. It can help them to get the idea which type of care services should be deliver and which
type of skills should be possessed by them that can use skill to provide a better care for
improving patients health.
Bedside teaching also provide benefit to nursing staff through developing transferable
clinical skills which includes the skill attend in the palpation of abdominal organ in particular
patient. This is the one of the condition which nursing staff need to deal during practical
practices as a professional (Glogovsky, (2019)). In this, it is essential to get learning about the
transferable clinical skills that can allow them to use those skill to provide better care services to
patients for their improved health. It can also allow them to learn about the transferable clinical
skills which should be possessed by them during professional practices. It can help nursing a
staff to perform their role effectively within health care organization to deliver their services
more appropriately. Bedside teaching also provide benefit to nursing staff in improving their
professional thinking. It can help nursing staff to associate with different conditions through
which patient is suffering. It can also allowed them to use their knowledge and learning and help
to improve their professional thinking. Beds are teaching allow nursing staff to improve their
professional thinking which can help to utilize their knowledge and skills which interpret the
patient health condition and ensure about delivery of proper care services (Jala et. al., (2019)).
Professional thinking also includes the improvement in practice to deliver care services and
enhance the experience of nursing staff.
Bedside teaching also allow nursing staff to get benefit and improving communication
skill through observation. Here, nursing staff learn to communicate with the patient through
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using their communication skill which can enable them to effectively communicate with patient
to get the current information about their health condition and any health-related issue. It also
includes the condition through which patient are suffering. Here, nursing staff learn the
communication skill through observation and utilize them during there practices. Bedside
teaching also provide benefit to nursing staff to take care of the ethical issue and ethical
consideration which can be effectively utilized by them through taking care and ensuring about
patient privacy and confidentiality. It can also enable them to integrate with patient to use the
ethical concern and resolve when there is any type of ethical issue during learning and delivering
health care services to patient (McGrath et. al., (2018)).
Bedside teaching also provides some benefit to the patient which may include various impacts on
their health. Bedside teaching provide benefit to patient through improvement in the clinical
practice of the nursing staff. Here, nursing staff learn to deliver proper care and treatment to
patient. It can enable nursing staff to effectively take care of patient health and care. Patient can
also get benefited through the learning experience about bedside teaching. This can enable
nursing staff to improve their learning and experience that can be helpful for patient to get
quality treatment at the healthcare premises. Patient may get quality of care treatment which can
be beneficial for patients improved health. Bedside teaching also provide benefit to patient
regarding neglect and harm. Through the nursing practice when nursing staff learns by bedside
teaching, it can enable them to take care of patient to avoid the case of neglect or harm which can
create positive health impact on patient health (Peterson et. al., (2019)).
CONCLUSION
From above discussion, it can be concluded that bedside teaching play an important role
in providing proper learning and knowledge to the nursing student which can allowed them to
utilize their knowledge and learning in practical practices. It can also have high impact on patient
health. Bedside teaching also enable nursing staff to take care of patient more effectively and
deliver quality of healthcare service treatment. In this, there is discussion about the importance of
bedside teaching which is one of the clinical teaching method that can allow nursing staff and
patient to get benefited. There is also discussion about the benefit of bedside teaching as the
clinical teaching method to the patient and nursing staff.
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REFERENCES
Books and Journals
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control, 47(3), pp.230-233.
Alberta David et. al., (2018). Nurse handover and its implication on nursing care in the university
of Calabar teaching hospital, Calabar, Nigeria. Int J Nur Care, 2(3), pp.1-9.
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Learning in Nursing, 13(4), pp.263-267.
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nurses’ perception of handling oxygen therapy to critically ill patients. Intensive and
Critical Care Nursing, 52, 42-50.
Ciesielski, K., (2022). Ward based teaching in a specialised clinical area. The outcome of
implementing an induction pack for nursing staff new to the ward setting. Pilot study.
Destino, (2019). Family-centered rounds: past, present, and future. Pediatric Clinics, 66(4),
pp.827-837.
Glogovsky, (2019). Caring for a Colleague’s Patient Assignment While They’re on a Lunch
Break Delirium: Let’s Clear. Journal of Nursing Administration, 44(10), 525-534.
Jala et. al., (2019). “In Safe Hands”–A costly integrated care program with limited benefits in
stroke unit care. Journal of Clinical Neuroscience, 59, 84-88.
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to critical care staffs: a prospective multicenter study. Neurocritical Care, 34(1), pp.144-
153.
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sectional study. Nurse Education Today, 68, pp.128-133.
McGrath et. al., (2018). Improving patient safety and clinician workflow in the general care
setting with enhanced surveillance monitoring. IEEE Journal of Biomedical and Health
Informatics, 23(2), 857-866.
Miller, (2020). “Not Quite Bedside” Teaching During the COVID-19 Pandemic. Journal of
Graduate Medical Education, 12(6), 789-789.
Natesan et. al., (2020). Clinical teaching: An evidence-based guide to best practices from the
council of emergency medicine residency directors. Western Journal of Emergency
Medicine, 21(4), 985.
Peterson et. al., (2019). Creating synergy between academia and practice: the Arizona State
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Vega et. al., (2019). Blending the art and science of nursing. Nursing2020, 49(9), pp.62-63.
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nurse outcomes in acute care hospitals. Journal of nursing management, 27(5), 896-917.
Yousefi et. al., (2019). Comparing the Effect of Lecture-Based and Clinical Training on Nurses’
Knowledge and Skill in Caring for Patients with Angina Pectoris: A Clinical
Trial. Medical-Surgical Nursing Journal, 8(3).
Zuhroidah et. al., (2019). The Effect of Clinical Teaching Method and Learning Style on
Clinical Nursing Learning Outcomes.
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