Clinical Teaching for Professional Development: An Essay

CLINICAL TEACHING FOR PROFESSIONAL DEVELOPMENT
Assessment 1: ESSAY.

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Table of Contents
Introduction..........................................................................................................................................1
About Clinical Teaching.....................................................................................................................1
Clinical Learning in Surgical Oncology............................................................................................2
Discussion............................................................................................................................................3
Conclusion...........................................................................................................................................8
*List of References*............................................................................................................................9

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Introduction
The objective of clinical education is to develop the confidence in the nurses
(as cited in Levett-Jones, Reid-Searl & Bourgeois, 2018). There are various aspects
that help nurses acquire while practising in the challenging clinical work environment.
This essay discusses the general factors that permit nurses to study in the practice
setting as they retort to the needs and challenges in health care environment.
About Clinical Teaching
Clinical teaching occurs when professional knowledge is developed and
shared amongst clinicians. For example, in nursing, this process happens when an
experienced nurse teaches another less-experienced one in a clinical area. Clinical
teaching could involve clinical skills, non-clinical skills, direct patient care, and
indirect patient care, etc. (Health Education and Training Institute [HETI], 2013).
Clinical teaching is important for nurses of all levels of experience to maintain
the delivery of safe and competent care, and continuous professional development
(HETI, 2013). Clinical teaching should occur through a cooperative and teamwork
approach, while focusing on supporting and motivating learners(HETI, 2013).In
addition, clinical educators are advised to use guided questions, give constructive
feedback, offer suitable learning resources, integrate theory and practice, help
learners identify their own learning objectives, and foster the learner’s ability for self-
directed lifelong learning (HETI, 2013). While clinical teaching is the core point of
care supervision activity, clinical facilitation, preceptorship, buddying, transparent
and constructive peer review, coaching, mentoring, and reflective clinical supervision
all play vital roles in a nurse’s professional development journey (HETI, 2013).

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Clinical Learning in Surgical Oncology
Surgical Oncology has witnessed revolutionary changes in technology,
diagnostics, treatment strategies, and the overall understanding of cancer and its
prognosis (Veronesi & Stafyla, 2012). Despite all of that, having a patient-centred
integration of all the new information is a big systematic challenge. All international
cancer centres have implemented a team approach in oncology with the goal of
deciding the most suitable approach for the patient; this means clinicians make
decisions after sharing their expertise with one another.
In the age of information technology, continuous training and education in
surgical oncology becomes crucial. Information technology has facilitated the
worldwide sharing of knowledge and made continuous professional development
more possible. On the other hand, surgical oncologists should be able to understand
and integrate the findings of basic and clinical research into their contemporary
practice (Veronesi & Stafyla, 2012). We must treat patients as people, not cases; this
is possibly the century’s biggest challenge in surgical oncology (Veronesi & Stafyla,
2012).
Discussion
Continuous professional development is a legislative responsibility of every
nurse to maintain their registration, as it is one of the registration standards set by
the Nursing and Midwifery Board of Australia (Ross, Barr & Stevens, 2013). Every
nurse is accountable of maintaining the necessary competence for their practice
because they must provide safe care. In that regard, nurses can participate in
ongoing professional development by seeking higher studies (e.g. post-graduate