By Kathleen B. Gaberson Phd RN CNOR CNE, Marilyn H. Oermann PhD RN FAAN

"This prime quality booklet addresses the most tough facets of training in a tradition self-discipline. It makes an important contribution to the literature on medical instructing in nursing."--Doody's booklet evaluate carrier This moment version of scientific instructing suggestions in Nursing offers a completely up to date and accomplished framework for making plans, guiding, and comparing studying actions for undergraduate and graduate nursing scholars in scientific settings. spotting that medical settings require diverse methods to educating, the participants current tools--working versions, studying assignments and actions, simulations, using Grand Rounds for medical schooling, and tips on moral and felony matters which may be encountered in scientific work--to aid educators meet the demanding situations of this advanced surroundings. New chapters on distance studying, the assessment and grading of scholars within the medical environment, and advances within the use of scientific simulation and simulation laboratories extra improve this compete consultant.

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Extra info for Clinical Teaching Strategies for Nursing: Second Edition (Springer Series on the Teaching of Nursing)

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Psychomotor Preparation Skill learning is an important outcome of clinical teaching. However, the length and number of clinical learning sessions are often limited in nursing education or new staff orientation programs. When learning complex skills, it is more efficient for students to practice the parts first in an environment such as a simulation center or skills laboratory, free from the demands of the actual practice setting. In such a setting, students can investigate and discover alternate ways of performing skills, and they can make errors and learn to correct them without fear of harming patients.

Affective Preparation Affective preparation of students includes strategies for managing their anxiety and for fostering confidence and positive attitudes about learning. Most students have some anxiety about clinical learning activities. Mild or moderate anxiety often serves to motivate students to learn, but excessive anxiety hinders concentration and interferes with learning (Arnold & Nieswiadomy, 1997). The role of the teacher in reducing the stress of clinical practice is discussed in more detail in Chapter 4.

Students also need an orientation to the setting in which clinical learning activities will occur, and specific preparation for the first day in a new setting. Cognitive Preparation General prerequisite knowledge for clinical learning includes information about the learning outcomes, the clinical agency, and the roles of teacher, student, and 36 CLINICAL TEACHING STRATEGIES IN NURSING staff member. Additionally, in some nursing programs, students are able to prepare ahead of time for each clinical learning session.

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Clinical Teaching Strategies for Nursing: Second Edition by Kathleen B. Gaberson Phd RN CNOR CNE, Marilyn H. Oermann
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