NUR 680 Week 3 Assignment: Clinical Worksheet

NUR 680 Week 3 Assignment Clinical Worksheet in This Assignment

NUR 680 Week 3 Assignment: Clinical Worksheet in This Assignment

Build on the choices made in NUR 300 by revising them if necessary, and make additional decisions related to clinical teaching as described below. Present your information in this worksheet, including rationales supported by texts or other resources. Focus on research-based best practices rather than personal experience.

General Decisions

  • Identify an optimal clinical setting for this foundations course.
  • Determine an ideal faculty-to-student ratio for clinical rotations.
  • Decide the optimal number of clinical hours per day for beginning students.
  • Describe how and when students will be oriented to the clinical facility.

The Clinical Day

  • Explain the process and timing of clinical assignments.
  • Specify the preparation required of students before clinical.
  • Describe the learning activities students will engage in, referencing content and skills from the NUR 300 syllabus.
  • Discuss how these practices will evolve as the semester progresses.
  • Decide whether to hold pre- and post-conferences, detailing their content and purpose, or provide rationales for not including them.

The Instructor’s Role in Teaching and Evaluation

  • Describe your envisioned role as a clinical instructor.
  • Outline specific actions you will take throughout the clinical day to guide and support students.
  • Explain how you will track student performance and experiences throughout the semester.
  • Discuss your approach to questioning, coaching, and giving feedback with students, referencing Billings' concepts.
  • Detail the types of formative and summative feedback or evaluation methods you will use, and their timing.
  • Specify what written assignments (e.g., care plans, concept maps, case studies) will be required, and how these may change over the course.
  • Assuming you could decide, state whether grading will be numerical/letter or pass/fail for clinical.

Self-Evaluation of Clinical Teaching Characteristics

Complete the provided self-evaluation tool by assessing each characteristic as a strength and/or area for growth. Comment on areas for growth, focusing on your current abilities with nursing students rather than philosophical agreement. Use the provided criteria:

  • Knowledge of subject matter and ability to convey it effectively
  • Personal clinical competence
  • Supportiveness of learners
  • Teaching skills that facilitate student learning
  • Ability to diagnose student learning needs
  • Recognition of individual student differences
  • Fostering student independence
  • Holding students accountable
  • Encouraging exploration and questioning without judgment
  • Designing experiences to develop clinical competence
  • Communication and questioning skills
  • Serving as a clinical role model
  • Approachability, understanding, enthusiasm
  • Fair and accurate evaluation
  • Providing constructive feedback

References

References

  • Billings, D. M., & Halstead, J. A. (2019). Teaching in Nursing: A Guide for Faculty (5th ed.). Elsevier.
  • Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice. Prentice-Hall.
  • Levett-Jones, T., & Lathlean, J. (2009). Belongingness and the transition from student to graduate nurse: A qualitative study. Nurse Education Today, 29(2), 188-192.
  • Jeffries, P. R. (2005). A framework for designing, implementing, and evaluating simulations used as teaching strategies. Nursing Education Perspectives, 26(2), 96-103.
  • Hussein, A., & Hirst, S. P. (2011). Clinical supervision in nursing education: A review of the literature. Nurse Education in Practice, 11(4), 243-249.
  • Benner, P., Tanner, C. A., & Chesla, C. A. (2009). Expertise in Nursing Practice: Caring, Clinical Judgment, and Ethics. Springer Publishing Company.
  • King, R. B., & Hewlett, S. (2018). Enhancing clinical teaching skills for nurse educators. Journal of Nursing Education, 57(5), 265-270.
  • Gould, O. N. (2012). Creating effective clinical teaching environments. Journal of Nursing Education, 51(2), 117-122.
  • Thornton, J. A., & Hafford-Letchfield, T. (2020). Developing supporting clinical facilitators to improve student learning outcomes. Nurse Education Today, 90, 104460.
  • Martyn, M. (2003). Cultivating clinical judgment in nursing students. Journal of Nursing Education, 42(6), 251-254.

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