Clinical Teaching for Patients: Strategies and Techniques
Added on 2023-06-08
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Running head: CLINICAL TEACHING FOR PATIENTS 1
Clinical Teaching for Patients
Name
Institution
Date
Clinical Teaching for Patients
Name
Institution
Date
CLINICAL TEACHING FOR PATIENTS 2
In my clinical profession, helping people to live a happy, healthy and fulfilling life has
been my mission. Having grown taking care of my diabetic mother, taking her to clinics for
regular check-ups, and coping with the sudden complication that stole her happiness and
deteriorated her health. Most of the time she could not see properly, her body could be numb,
frequent constipation and episodes of hyper and hypoglycemia that forced me to always be with
her to help and console her. Through this time, I learned many people lack enough knowledge
about diseases and the management strategies to promote health and prolong life (Dwarswaard,
Bakker, Van Staa, and Boeije, 2016). This lack of knowledge prompted me to enroll in the
clinical profession to create the awareness and to change people’s lives. One day during my
practice, I was to facilitate clinical teaching for newly diagnosed patients with chronic diseases.
The teaching session took place in the hospital meeting room. The newly diagnosed patients sat
silently,and I could tell from the look of their faces that they were frightened by their condition
that they knew nothing about but have heard of the diseases being silent killers (Sawicka et al.,
2011). As a teacher they expected me to change their perceptions and to pass information that
could change the “death sentence” imposed on them. As suggested by Brookfield (2015), for
active and fruitful teaching sessions, both the teacher and the student ought to know their roles.
As the principle of learning which includes readiness, exercise, and effect, the patients were
eager to learn and gain knowledge on how to deal with the threat of their lives.
Our ability to learn what we need for tomorrow is more important than what we know
today (Siemens, 2014).Using the behaviorism theory that states that through conditioning
behaviors are acquired, I extensively covered the effects of lifestyle to causing the chronic
diseases (Sassi and Hurst, 2008). Though convincing the patients that habits such as cigarettes
smoking, alcohol drinking and poor choice of diet highly contribute to acquiring diabetes and
In my clinical profession, helping people to live a happy, healthy and fulfilling life has
been my mission. Having grown taking care of my diabetic mother, taking her to clinics for
regular check-ups, and coping with the sudden complication that stole her happiness and
deteriorated her health. Most of the time she could not see properly, her body could be numb,
frequent constipation and episodes of hyper and hypoglycemia that forced me to always be with
her to help and console her. Through this time, I learned many people lack enough knowledge
about diseases and the management strategies to promote health and prolong life (Dwarswaard,
Bakker, Van Staa, and Boeije, 2016). This lack of knowledge prompted me to enroll in the
clinical profession to create the awareness and to change people’s lives. One day during my
practice, I was to facilitate clinical teaching for newly diagnosed patients with chronic diseases.
The teaching session took place in the hospital meeting room. The newly diagnosed patients sat
silently,and I could tell from the look of their faces that they were frightened by their condition
that they knew nothing about but have heard of the diseases being silent killers (Sawicka et al.,
2011). As a teacher they expected me to change their perceptions and to pass information that
could change the “death sentence” imposed on them. As suggested by Brookfield (2015), for
active and fruitful teaching sessions, both the teacher and the student ought to know their roles.
As the principle of learning which includes readiness, exercise, and effect, the patients were
eager to learn and gain knowledge on how to deal with the threat of their lives.
Our ability to learn what we need for tomorrow is more important than what we know
today (Siemens, 2014).Using the behaviorism theory that states that through conditioning
behaviors are acquired, I extensively covered the effects of lifestyle to causing the chronic
diseases (Sassi and Hurst, 2008). Though convincing the patients that habits such as cigarettes
smoking, alcohol drinking and poor choice of diet highly contribute to acquiring diabetes and
CLINICAL TEACHING FOR PATIENTS 3
cardiovascular diseases faced a lot of resistance, the visualization model used in teaching played
a crucial role in imparting this information to them. The projected images and videos on how
these habits affect the body enabled the patients to come to terms with the reality. As Siemens
stated that we wouldn’t know what is running in one’s mind, I applied the collaborative principle
by ensuring that all students participate in giving a history of their lifestyle for them to assess the
underlying cause of their respective diseases. The participation helped me to determine their
understanding level and to spot areas that need more emphasize. Teaching has been my passion.
Therefore, it was easy to control and condition their thinking and learn new behaviors. From the
teaching session, several patients decided to quit smoking while other changes their choice of
diet. It was shocking to confirm that many lacked information on the significant factors
contributing to the diseases.
During the session, some of the patients opened up that they had the wrong information
about the disease. They had the misconception that chronic diseases are communicable and
spread through intercourse, others claimed it was a curse while others stated they acquired from
their parents. As according to Kristinson et al. (2015), lack of information is a limitation to
proper management of the diseases. The application of the significant learning principle that
focuses on supporting the students to evaluate their assumptions and experiences in order to
make a change, I gave a sense of relief to the patients by assuring them that proper management
of the diseases enables a person to leave a normal life, delay the complications and promote good
health (Ricardo et al., 2015). Fortunately, I had a video of two patients who had diabetes and
hypertension respectively. Their history about their lifestyle before and after diagnosis helped the
patients to relate to theirs and decide on choosing a better and healthy lifestyle. That is, through
constructivism theory that implies that reflecting on experiences enhance understanding. To
cardiovascular diseases faced a lot of resistance, the visualization model used in teaching played
a crucial role in imparting this information to them. The projected images and videos on how
these habits affect the body enabled the patients to come to terms with the reality. As Siemens
stated that we wouldn’t know what is running in one’s mind, I applied the collaborative principle
by ensuring that all students participate in giving a history of their lifestyle for them to assess the
underlying cause of their respective diseases. The participation helped me to determine their
understanding level and to spot areas that need more emphasize. Teaching has been my passion.
Therefore, it was easy to control and condition their thinking and learn new behaviors. From the
teaching session, several patients decided to quit smoking while other changes their choice of
diet. It was shocking to confirm that many lacked information on the significant factors
contributing to the diseases.
During the session, some of the patients opened up that they had the wrong information
about the disease. They had the misconception that chronic diseases are communicable and
spread through intercourse, others claimed it was a curse while others stated they acquired from
their parents. As according to Kristinson et al. (2015), lack of information is a limitation to
proper management of the diseases. The application of the significant learning principle that
focuses on supporting the students to evaluate their assumptions and experiences in order to
make a change, I gave a sense of relief to the patients by assuring them that proper management
of the diseases enables a person to leave a normal life, delay the complications and promote good
health (Ricardo et al., 2015). Fortunately, I had a video of two patients who had diabetes and
hypertension respectively. Their history about their lifestyle before and after diagnosis helped the
patients to relate to theirs and decide on choosing a better and healthy lifestyle. That is, through
constructivism theory that implies that reflecting on experiences enhance understanding. To
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