Teaching and Learning in Clinical Practice

Paper Summary:

In order to deliver safe and effective practice a Registered Nurse is required to maintain his or her professional competence by ensuring knowledge and skills remain current. Furthermore there exists a need for the nurse to facilitate the effective development of the knowledge and skills base any student who they may be teaching. This paper attempts to demonstrate how a potential student (female) was identified and how her needs were explored and assessed. The paper also discusses how, after the students learning style was identified, a plan of action was drawn up and a lesson was given and evaluated.
The paper is dived into a number of related sections. These are the main paper (Teaching and Learning in Clinical Practice), a detailed lesson plan for performing, recording and interpreting a urinalysis (appendix a), a series of colored photographs showing different urinary samples (appendixes b - e), a learner assessment sheet (appendix f) and urinalysis tables (appendixes g and h).

From the Paper:

"Contact with regularly attending potential learner's within my placement area was sporadic, but following eventual identification of a second year nursing student (with whom I would again come into contact within the clinical area), I made my first approach with the intention of creating a good first impression. A positive start to a first meeting may not actually be essential for the successful development of a potential teacher/learner relationship and indeed the idea that it is even "useful", rather than "essential", may contradict some authors views (Carr, 2005). Those views have suggested that the teacher/learner relationship should be one which is formal and impersonal. In a selfish attempt to make the forthcoming teaching session easier for me and to create a positive and lasting influence on my learner's impending experience, (which would hopefully improve future patient care), I aimed to develop a relationship which was relaxed from the outset and based on trust and support (Brookfield, 1986)."

Sample of Sources Used:

• Arthurs B (2007) A juggling act in the classroom: Managing different learning styles, Teaching and Learning in Nursing, Vol.2 pp2-7.
• Bandura A (1963) Social learning and personality development, Holt: Rinehart and Winston.
• Fincher C (1994) Learning Theory in Research In Feldman K (Ed) and Paulson M (Ed) (1994) cited in Teaching and learning in the college classroom: Ashe Reader Series, Needham Heights: Ginn Press.
• Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods, London: Further Education Unit.
• Mohanna K, Chambers R, Wall D (2004) Teaching Made Easy: A manual for health professionals, Oxford: Radcliffe Publishing Ltd.

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