Clinical Teaching Term Paper
Clinical teaching is all about understanding the roles of both the educator and the learner. Through this, it is easy to comprehend the relationship between both parties regarding the preparation of nurses and other clinicians on the journey of delivering patient-centered care to the public. The philosophy of teaching in medicine revolves around passing on valuable information concerning medical care to learners who have a passion for service. Nursing and any other discipline in medicine require clinicians to be passionate about their work. This paper is a personal philosophical approach of what clinical teaching and training is, how it has impacted numerous people, challenges faced in the discipline, and how to solve them.
As a child, I was motivated to serve the community in one way or the other. Usually, I found myself delivering first aid services to my peers in society. It is important to note that my parents were kind enough to realize my desire at a young age, and they harnessed this by buying a first aid kit that came in handy. Years later, I am learning that clinical teaching requires much communication from both the learner and educator. According to Gaberson, Oermann and Shellenbarger the nursing educational system follows the same philosophies that center on constructivism, humanism, pragmatism, apprenticeship, and feminism, among others (1).
With this information, it is easy to claim that the philosophy of clinical teaching is clearly an amalgamation of dissimilar tenets that are all targeted at creating a dynamic system that supports people from all walks of life. Clinical teaching ascertains that an educator understands what their role is in infusing knowledge to learners. As a result, educators can understand what their learners need in order to understand all topics clearly. For instance, the clinical practices that are available in this modern age allow learners to combine both theoretical and practical work. Consequently, they can apply their skills in an actual clinical setting.
As a learner, I am learning that clinical teaching is built on the laws of respect and trust. It is important that for the relationship between an educator and learner remains respectful at all times. Through this, both parties can be able to trust each other throughout the learning process. Such imperative values equip a learner for the actual working environment in which all clinicians work as teammates. Team members in any workplace should be able to rely on and trust each other so that workflows seamlessly, and productivity is actualized.
Another paramount principle is that students should never act as clinicians if they have not been formally employed as such. Sometimes, students are confident enough to begin viewing themselves as clinicians. However, they should always remember that they need to learn much more before they become licensed clinicians. Additionally, throughout the learning process, students should put their focus on gathering new skills and changing their negative attitudes. I have learnt that I can only be ready to be clinician if I am able to understand all aspects of how the medical world works.
The Nature of Professional Practice
The nursing practice provides a healing environment in which patients thrive. Through the education imparted in clinical practice, nurses can be able to alleviate the pain of hundreds of people a day. However, this is not the ideal working system because each nurse should have a specific nurse to patient ratio to avoid overworking. Nurses are tasked with providing quality health-care services whether other clinicians, such as doctors, are available or not. Some third world countries employ nurses in place of doctors during a crisis. With this information, it is important to note that nurses need to be all-rounded. Luckily, most adult learners have a sense of direction before joining this course.
Kenner and Weinerman claim that this is probably because they are task motivated and ready to learn (89). As adult students of nursing, most of us are living off the dreams we have. This is enough to motivate us to understand the educators and communicate with them freely. In essence, educators can, in turn, offer numerous learning methods to explain the different topics covered in this course. For instance, there are topics that need to keep students focused on the laboratory, while others are all about psychological analysis. Through this diversity, student learners can balance their work at all times.
The Relationship between Classroom and Clinical Teaching
In Nursing, classroom and clinical teaching are dissimilar in that while one is focused on theoretical frameworks and models, the latter is all about the actual clinical setting. Khan, Chakta, and Omar claim that the process of educators infusing knowledge into learners all begins in the classroom and ends in the clinic (906). Clinical teaching emphasizes implementation and decision making, while experiential learning is all about using a patient-centered approach as an assessment tool for students.
In my experience, I have found that students are different in that while one may thrive in classroom teaching, another may be more comfortable with laboratory work. For this reason, educators are tasked with ensuring that learners become all-rounded and able to work in both situations. Competitive nurses are those that can apply classroom teaching into their practical work. However, it all depends on the nursing curriculum. Iwasiw feels that the beliefs and values taught in a nursing curriculum have the capacity of providing coherence among students and their educators (173).
Both classroom and clinical teaching are targeted at teaching learners on improving their interpersonal, personal, communication, and decision-making skills. However, the classroom setting is favorable for teaching what a healing environment should entail, and what trainee nurses should do in order to cater to the physical, emotional, and psychological needs of their patients.
Beliefs about the Learner
I feel that as a clinical education learner, I am better placed to understand what people go through in their day-to-day lives. As stated above, student learners are believed to be unqualified in all aspects. Although this is the case, sometimes training nurses need to be encouraged by their educators so that they become motivated to learn more every day. This specific belief stems from the fact that before nurses are registered and given working licenses, they should be able to work in a hospital setting before they can be fully accredited.
Turner, Christensen, and Meyer believe that a classroom is made up of dissimilar people with diverse personality and beliefs; educators should use a neutral teaching strategy (362). As a learner I feel that the teaching strategies should be dynamic based on the type of learners in a class. As a result, the educator can cater to the needs of all students. In essence, the philosophy of learning regarding beliefs and attitudes is that every party should remain as unprejudiced as possible.
In my experience as a learner, I have found that educators should be student-centered at all times. The essence of imparting knowledge is targeted at creating a teaching environment that favors students from all walks of life. For this reason, another belief about the learner is that student outcomes should be based on knowledge creation. I feel that this course does a great job helping educators to relate freely with their students.
Process and Outcomes of Clinical Teaching
Effective clinical teaching has several positive outcomes. These verify whether educators communicate all topics effectively. One outcome of clinical teaching in nursing is that students can be able to ask topical questions. Educators can gauge whether there is effective comprehension of a topic based on whether they can employ critical thinking skills into the knowledge that is introduced to them.
Additionally, an institution that is aimed at positive learning outcomes can come up with clear objectives of the course so that students can be able to assess whether they have understood the topics presented by their educator. In this course, we have found that when we have the course outline, it is easier to determine the level of perception, intellect, and comprehension of the topics presented by educators. Sauders states that an effective nursing curriculum is one that encourages creativity in the classroom setting (30).
Overall, clinical teaching in this institution has remained student-centered. As students, we are encouraged to express ourselves freely throughout the course. My philosophy regarding learning has changed through this experience. I have become more open-minded and ready to work in an environment that frowns at negativity. In future, I look forward to working with like-minded individuals in the delivery of patient-centered services.All free term paper examples and essay samples you can find online are plagiarized. Don't use them as your own academic papers! If you need original term papers, research papers or essays of the highest quality, don't hesitate to contact professional academic writing services like EssayLib. Here you can order your custom paper written according to your specifications. A team of highly qualified writers are available 24/7 for immediate help:
Gaberson, Kathleen. Oermann, Marylyn, and Shellenbarger, Teresa. Clinical Teaching Strategies in Nursing. Springer Publishing Company. 2015.
Iwasiw, CarrolL, Goldenberg, Dolly and Andrusyszyn. Curriculum Development In Nursing Education. Jones and Bartlett Publishing. 2009.
Kenner, Cari and Weinerman, Jason. Adult Learning Theory: Applications to Non-Traditional College Students. Journal of College Reading and Learning, vol. 41, no, 2, 2011, pp: 87-96.
Khan, Saadika, Chikte, Usuf, and Omar, Ridwaan. From Classroom Teaching to Clinical Practice: Experiences of Senior Dental Students Regarding the Shortened Dental Arch Concept. Journal of Dental Education June, Vol.78, No. 6, 2014, pp: 906-913.
Sauders, Robert. Are you an Academic Cowboy? Nursing Forum, Vol. 32, 1999, pp: 29-34.
Turner, Julianne, Christensen, Andrea and Meyer, Debra. Teachers’ Beliefs about Student Learning and Motivation. Springer International Handbooks of Education, vol.21, 2009, pp: 361- 371.