Nursing Assignment - Clinical Teacher's Role in Healthcare Settings

This nursing assignment delves into the essential qualities of a good clinical teacher within the evolving healthcare landscape. It emphasizes the importance of preparing future nurses for client-centered, technologically advanced environments, particularly in acute and transitional care settings. The report outlines key learning outcomes, including standardized knowledge testing, enhancing safety through innovative teaching, promoting technology use, and providing effective feedback. The assignment explores the clinical environment's complexity and the significance of evidence-based practice in shaping clinical teaching. It highlights effective teaching methods like nursing clinics, rounds, and conferences, with practical examples of applying these methods to real-world scenarios. The report also underscores the need for clinical teachers to impart knowledge on legal and ethical issues, including patient rights and nursing ethics, ultimately aiming to equip nurses with the skills to deliver effective and ethical care. References to supporting literature are also included.

Running head: NURSING ASSIGNMENT
NURSING ASSIGNMENT
Name of the Student
Name of the university
Author’s note

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NURSING ASSIGNMENT
Topic: What makes a good teacher ?
The clinical settings
The health care system is ever changing. The health care reforms challenges the faculties
for preparing the future nursing students for their future roles and to sustain in a health care
system that is client centered, community oriented, and is technologically advanced. The clinical
settings within a variety of health care system have also turned out to be highly complex
(Stengelhofen, 2013). It is within this settings that the students have learned to acquire their
knowledge and skills as they have learned to think critically.
The setting that has been chosen for this manuscript is the acute and transitional care
environment, where the undergraduate and the graduate nursing students can be prepared for the
advanced practice roles. This manuscript will provide fact about what makes a good clinical
teacher.
Learning outcomes
 The learning outcomes of a good teacher is they should be able to provide standardize
test of knowledge in critical care to the nursing students.
 To be able to enhance safety in clinical setting by creative teaching and constructing
appropriate learning strategies (Darling-Hammond, 2014).
 To encourage the use of technologies ,extending the reach of the nursing in learning.
 To be able to use Information and communication technologies in nursing studies, like
the use of the electronic health records

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 To be able to give feedback to the students at the time of teaching process or to be able to
receive response from the students about the teaching the quality that is required to
improve.
Background
The complexity of the health care environment and the trend of evidence base practice
have further strengthened rational for clinical teaching in an environment. Clinical teaching has
been found to be improving the critical thinking skills among the students.
Regardless of how the practice environment is, it is the duty of a clinical teacher for the
selection of an appropriate health care agencies. A clinical experience provides opportunities to
the students for practicing the art and science of teaching (Stokes & Kost, 2013). Some of the
important learning goals is to emphasize the ability of the students to synthesize information,
integration of didactic learning, development of clinical judgment skills and plan appropriate
care for a group of patients.
A good clinical teacher carefully develops an environment in order to provide
opportunities for fostering mutual respect and support for each other. Clinical teachers uses
multiple modalities like virtual simulations, guided computer assisted instructions and the use of
CD-Roms for the knowledge and skills (Papathanasiou, Tsaras & Sarafis, 2014). Students are
able to gain the clinical experience without visiting the actual clinical site. Students gain clinical
experience via tele-health technologies, where a student can observe a nurse caring for a patient
in a clinical settings without visiting the actual clinical site.

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Application to practice
Clinical teaching has been found to be effective in a large number of settings, like acute
care settings, palliative care settings, and primary care settings (Nishioka et al., 2016).
The commonly used clinical teaching methods that can be used are the nursing clinics,
the nursing rounds, the nursing care conferences and process recording teaching. One example of
application to practice of a clinical teaching involves teaching the nursing students in front of a
real patient in presence of a head nurse and a clinical instructor. The purpose of nursing clinics is
to improve the nursing care.
For, example a nursing instructor might teach ways to give intravenous medication to a
patient, by showing a live demonstration of how a tourniquet has to be applied or the number of
times one has to perform had hygiene during the procedure. A clinical teacher would teach about
the cross checking of the medications, before the application of the medications, or the angle in
which the syringe needs to held. An important part of the clinical teaching is to teach students
about obtaining informed consent before carrying out any clinical procedure. Besides, sharing
the clinical experience, it is also necessary to impart knowledge about different legal and ethical
issues about nursing. Nurses should possess enough knowledge about the basic patient’s rights.
They should be aware of the nursing ethics like autonomy.
Key message for the practice
A good clinical teacher will be able to deliver the contents of the clinical curriculum in an
effective way by using various kinds of modalities. They do so, by a continuous feedback given
and received from the student for a continuous improvement of the clinical practice.

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References
Darling-Hammond, L. (2014). Strengthening clinical preparation: The holy grail of teacher
education. Peabody Journal of Education, 89(4), 547-561.
Nishioka, V. M., Coe, M. T., Hanita, M., & Moscato, S. R. (2014). Dedicated education unit:
Nurse perspectives on their clinical teaching role. Nursing education perspectives, 35(5),
294-300.
Papathanasiou, I. V., Tsaras, K., & Sarafis, P. (2014). Views and perceptions of nursing students
on their clinical learning environment: Teaching and learning. Nurse education today,
34(1), 57-60.
Stengelhofen, J. (2013). Teaching students in clinical settings. Springer.
Stokes, L. G., & Kost, G. C. (2013). Teaching in the clinical setting. DM Billings, & JA
Halstead. Teaching in nursing: A guide for faculty, 311-324.