How to function effectively as a teacher in the clinical area
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How to function effectively as a teacher in the clinical area a resource unit. by Grace K. Clissold

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Published by Springer Pub. Co. in New York .
Written in English

Subjects:

  • Nursing -- Study and teaching.

Book details:

Classifications
LC ClassificationsRT73 .C55
The Physical Object
Pagination111 p.
Number of Pages111
ID Numbers
Open LibraryOL5858084M
LC Control Number62020513
OCLC/WorldCa664265

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The most effective teachers have optimistic attitudes about teaching and about students. They 1. See the glass as half full (look on the positive side of every situation) 2. Make themselves available to File Size: KB. According to Gaberson & Oermann (), an effective clinical educator “ is knowledgeable about the clinical practice area, is clinically competent, knows how to teach, relates effectively to students, and is enthusiastic about teaching” (p. 70). function of the clinical teaching behaviors and provide a. clinical nursing in structors in clinical area as perceived by. Among the three indicators of effective clinical teacher Author: Berhanu Boru Bifftu.   Evaluating the clinical teaching and learning process is a very important aspect of effective teaching. It helps in identifying areas of strength that need to be reinforced and areas that can be improved. When trying to assess the effectiveness of clinical teaching.

Clinical teaching offers an approach that is tailored to the type and location of the practical training, but, in addition, the supervising nurse selects and prepares experiences for the student, works with her to establishes links between theory and practice, develops the proposed learning. The analysis identified four themes-characteristics of the role, characteristics of effective clinical teaching, influence of the clinical context on the role, and influence of the academic context. As physicians become ever busier in their own clinical practice, being effective teachers becomes more challenging in the context of expanding clinical responsibilities and shrinking time for teaching (Prideaux et al. ). Clinicians on the frontline are often unaware of educational mandates from licensing and accreditation bodies as well. Read The Clinical Teacher Virtual Issues for FREE. Click here for the new Virtual Issue "How to " series on qualitative research for clinical educators. Read the latest tweets from The Clinical Teacher. Download the App for iPhone and iPad. If you subscribe to The Clinical Teacher.

  The Effective Clinical Teaching Behaviors Inventory (ECTB) developed by Zimmerman and Westfall[13] is a item, 5 point Likert scale used by Wolf[7]. Seven teaching ability of clinical teachers, an area of impro vement in their communication style and friendly approach to studens (12%) and farness in gradng (21%) were suggested. How to Teach in Clinical Settings is a practical guide to support all doctors wishing to develop their skills in clinical teaching and provides hands on strategies to address common problems such as giving critical feedback effectively and teaching mixed-level groups. Competencies are the skills and knowledge that enable a teacher to be successful. To maximize student learning, teachers must have expertise in a wide-ranging array of competencies in an especially complex environment where hundreds of critical decisions are . haviors and effective clinical instructor’s characteristics. As well, they will add grounds for looking at clinical teaching in a new glow. Nursing education administrator must examine orientation programs for newly clinical instructor regarding effective clinical instructor’s characteristics to .