EFFECTIVE CLINICAL

TEACHING

SHARON A. DENHAM, PHD, RN, CNE

PROFESSOR, TEXAS WOMANS UNIVERSITY, DALLAS
Houston J. & Florence A. Doswell Endowed Chair in Nursing for Teaching Excellence
OBJECTIVES
Identify expectations of clinical faculty roles.
Explain variations in student learning needs over
time and learning experiences.
Differentiate teaching from learning.
Identify ways to manage challenges and conflicts in
the teaching - learning process.
NOVICE TO EXPERT
Novice
Advanced Beginner
Competent
Proficient
Expert

Benner, P. (1982). From Novice to Expert. American Journal of Nursing, 82(30), 402 - 407.
CORE NURSING VALUES
Human dignity
Integrity
Autonomy
Altruism
Social Justice
Caring
ACADEMIC TEACHING ROLE
Teaching
Scholarship
Service
EFFECTIVE CLINICAL TEACHING
Identify the things that constitute effective clinical
teaching.

How is being a clinical teacher different than being a

staff nurse?

How is being a clinical teacher different than being a

preceptor?
 WHAT DOES PROFESSIONAL
NURSING LOOK LIKE?
What are your
ideas???
TEACHING AND LEARNING ARE NOT
THE SAME
Teaching does not = Learning

Classroom Teaching Clinical Teaching

Large group Smaller group

No patients Focus on patient Student Learning

Passive students Apply knowledge What are your expectations???

Convey knowledge Clinical reasoning

Abstract/conceptual Active students

Interactive environment
TEACHING
Demonstrate skill at normal speed (no explanation)
Repeat skill & explain steps (encourage learners to ask
questions)

Perform skill a third time (learners explain each step &

are questioned on key issues -corrections provided0 -
Repeat until learner fully understands the skill

Learner demonstrates the skill under close supervision

(describes each step before it is taken)
Proper Planning Prevents Poor Performance
CHALLENGES IN CLINICAL TEACHING
Clinical settings are busy

Teaching time is often brief

Lack control over occurring events

Brief teacher-student interactions

Patient care priorities (may change)

Multiple differing patient care demands

Need to address multiple concerns simultaneously

Difficult to focus on a single concern at a time

Patient needs & student psychosocial problems are intertwined

Being a facilitator rather than merely an information provider

 CONFLICT MANAGEMENT
Lateral vs vertical conflict

Language use (aim to unify not divide)

Build relationships

Observe non-verbal behaviors

Open communication (listen)

Non-judgmental attitudes

Reframe situations

Establish safe work environment

EXCELLENT CLINICAL TEACHER
Passionate about teaching
Organized, accessible, supportive & compassionate
Build rapport with students
Model professional behavior (provide direction &
feedback)

Demonstrate integrity and respect for others

Use planning & orienting strategies
Use a variety of teaching methods
Engage in self-evaluation & reflection