Beruflich Dokumente
Kultur Dokumente
Demographic Information
Your Name Cheryl Sheffield
School of Nursing San Jacinto- North Campus
Mentor, Name, Credentials, Description Beverly Smith RN, BSN and Cheryl
Holcomb RN, MSN
Course Clinical Nursing Common Concepts
Clinical Institution University General
Type/description of clinical unit Med-Surg
Date/times of your clinical teaching experience. Include your observation days
and the days you will assume role of clinical instructor
Observation on 1/21/15 and 1/28/15; Plan to assume role on 2/4/14
What model of clinical teaching is used? (traditional, preceptor, combination, etc.
Describe)
The traditional clinical experience is utilized in which the student is partnered
with a nurse on the unit and assigned a patient to follow.
Describe your clinical student group. Include number in group, characteristics,
level of clinical, how they were oriented to the unit etc
This is a group of 10 level II RN students. They are all adult learned with an
average age of 27. This will be their 4th day at the hospital this semester and
they were oriented the first day by utilizing a seek and find activity sheet
where they are asked to located important places in the unit and within the
hospital.
Orientation Activities
Write a paragraph describing your personal philosophy of clinical teaching
I would love to teach in a small clinical setting and utilize real patient
information or simulation information. This will allow students to apply techniques
that they learn about in the textbook, like starting an IV or inserting a Foley
catheter, to the real world. A hands-on approach has often obtained the best results
from the students I have precepted on the unit. When it comes to lecturing, I would
like to keep lectures short and then allowing students to apply the knowledge
obtained in that lecture to a clinical case study would be ideal. Interactive
strategies facilitate learning the best, so I would search far and wide to find the best
interactive programs possible. Also, journaling or reflective analysis is an important
way for some students to learn, so I would incorporate that into a curriculum as
well. It is important to have a wide range of ways to learn and express learning
Insert the clinical objectives/student learning outcomes for the clinical course below
Self-Evaluation
Perform a self-evaluation and development plan in the following areas. The
development plan will include short term and long term plans
Clinical Competency
What are the limitations to the role of the student in this clinical area?
The students at this clinical area are not allowed to care of any patients on
isolation. This limitation hinders them from learning the process of gowning up prior
to entering the room. This type of patient has to be addressed in the simulation
setting due to hospital policy.
How are clinical assignments made? Include in this discussion factors that affect
selection.
Assignments are made based on availability of nursing staff to have a student
with them. Each RN can only have one student with him/her at a time per hospital
protocols. There are many factors that go into the selection process. Typically, the
student nurse will listen to the nurse get report on all the patients and then chose
which one will best meet their objectives for the day. Students are required to
complete and be evaluated on 5 skills through their clinical rotation, so if they have
not yet given subcutaneous lovenox, they may chose the patient that has a blood
clot in their leg to be able to give this anticoagulant. This assignment also gives
them ample room to develop critical patient education materials and complete the
patient teaching part of their assessment as well. Other factors that may influence
clinical selection is what the students are currently learning about in med-surg II.
Student often ask to care for patients with diagnoses that can be applied to current
learning models.
What is the level of preparation expected of the student prior to day of care? Do
students receive learning assignments in advance? Do students visit the clinical
agency prior to care? What written preparation is expected? Consider student
preparation in the cognitive, affective and psychomotor domains
Students are checked off on all skills in a simulation or lab setting at the
school prior to attending clinical. They do receive learning objectives prior to
attending the first clinical day. Students do not come to clinical the day before, so
no written preparation is required. It is expected that students always have a copy
of their CET (Clinical Evaluation Tool) that is graded on a weekly based by the
instructor. They must also print black copies of care plans and teaching plans in
order to fill out the required information on the clinical date. Cognitively students
have been checked off on skills prior to performing them in the clinical setting. The
check off is done in a lab setting utilizing other students for basic assessments and
manikins for complex nursing techniques such as IV and Foley insertion. These skills
checks combine cognitive and psychomotor skills. The affective domain is
addressed by having the clinical instruction present to discuss with the student any
feeling of nervousness they may have.
Points
Possible
25
25
25
25
100
Points
Earned