Philosophy Of Clinical Teaching

1.0 INTRODUCTION

Clinical teaching practices can influence the quality of learning experiences for nurses and also can enhance health teaching for patients, their family and colleagues (Flagler, 1988). Meanwhile, is not only influence what can be learned but it is a powerful force in determining pattern of providing care, in forming attitudes and perceptions also for in setting goals for outcome of patient care (Flagler, 1988).

The philosophy of teaching in nursing is that nursing an art and science based on principles from the biological, physical, behavioural and nursing science (Neeraja, 2006). In fact, nursing is a caring discipline and in carrying out the professional role as Registered Nurses and also in the provision of nursing care

This early introduction of clinical teaching allows students an opportunity to practice

their clinical skill and gain assurance also confidence in the quality of their capabilities prior to working with real patients (Fuszard, 1989).

Nowadays, there are many types of teaching methods which is applicable for clinical teaching nursing such as ward rounds, nursing rounds, clinical conference, case method, bedside teaching, role play, mentoring, learning log or diary, concept mapping and scenario-based learning (Fuszard, 1989). In this paper, I will critically discuss on the various methods of clinical teaching and also the significance of the most effective methodology that I have selected to my own clinical setting.

2.0 DISCUSSION ON THE VARIOUS METHODS OF CLINICAL TEACHING

As I mentioned before, there are many types of teaching methods which is applicable for clinical teaching nursing. For example of teaching methods are ward and nursing rounds, clinical conference, bedside teaching, role play, mentoring, learning log or diary, concept mapping and scenario-based learning (Fuszard,

Besides that, bedside teaching also give opportunity for student to observed good skills, practice examination skills, improve their clinical problem solving and translate learning into real-life experience (Fuszard, 1989). In addition, bedside teaching methods can enhances presentation skills and emphasizes team approach among the staff. Meanwhile, for patient is enhances patient satisfaction. Even though bedside teaching is more suitable in my work setting, there are some disadvantages for my patient and staff. For patients it is may takes time to do bedside teaching and potential patient’s discomfort. Meanwhile for staff is may require specific skills and technique in order to give bedside