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Clinical Teaching Plan

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.
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
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

because each student is different and my need to process information differently.

Being respectful of different learning styles is essential.

Insert the clinical objectives/student learning outcomes for the clinical course below

Upon successful completion of the course, students will be able to:

1. As outlined in the learning plan, apply the theory, concepts, and skills
involving specialized materials, tools, equipment, procedures, regulations, laws, and
interactions within and among political, economic, environmental, social and legal
systems associated with the occupation and the business/industry.
2. Demonstrate legal and ethical behavior, safety practices, interpersonal
anti teamwork skills, and appropriate written and verbal communication skills using
the terminology of the occupation and the business/industry.
3. Member of the Profession: a) Function within the nurse's legal scope of
practice and in accordance with the policies and procedures of the employing health
care institution or practice setting. b) Assume responsibility and accountability for
the quality of nursing care provided to patients and their families. c) Participate in
activities that promote the development and practice of professional nursing. d)
Demonstrate responsibility for continued competence in nursing practice, and
develop insight through reflection, self-analysis, self-care, and lifelong learning.
4. Provider of Patient-Centered Care: a) Use intermediate or advance clinical
reasoning and knowledge based on the associate degree nursing program of study
and evidence-based practice outcomes as a basis for decision making in nursing
practice. b) Determine the physical and psychosocial health status, needs, and
preferences of culturally, ethnically, and socially diverse patients and their families
based upon interpretation of comprehensive health assessment findings compared
with evidence-based health data derived from the associate degree nursing
program of study.
How will the clinical unit contribute to the achievement of these outcomes?
The nurses at the hospital have had clinical students present for many weeks
now. They have begun to establish a rapport with the students. The more and more
comfortable the nurses get with the students and their skill level, the more they will
entrust them with patient care and nursing skills. This unit is busy has will provide
many opportunities for students to learn.

Perform a self-evaluation and development plan in the following areas. The
development plan will include short term and long term plans

Clinical Competency

In evaluating my own clinical competency I have to say that I have been a

med-surg nurse for 7 years. Most of my time I have spent working full time on a
Bone Marrow Transplant unit that I have to admit is quite unique. Working with this
population has given me much confidence in managing and caring for central line,
since most of the patients are receiving chemotherapy and require such lines. I am
also confident in my skills in managing pain and nausea; these are often dealt with
on the unit. I am also very meticulous about keeping things clean, my patients often
have extremely low white blood cell counts and it is so important to maintain a
clean environment for them. A short term goal that I have concerning clinical
competency would be that I need to learn more about caring for the OB and
pediatric patients. I know that in an academic setting I could be given a clinical
group going to this setting. I plan to partner with a faculty going to this type of
clinical site this semester in order to learn. A long term goal that would increase my
clinical competence would be for me to take on a flex nursing job at the hospital in
order to ensure a variety of clinical experiences.
Your personal attributes that facilitate teaching/learning
To evaluate myself, I am passionate about teaching and learning. Learning is
a lifetime goal for me and must never stop. I am very interesting in nursing
education research and by utilizing evidenced based theories I hope to maintain an
engaged classroom and clinical group. A short term goal that I have to help increase
my ability to teach and learn is to observe as much as I can. There is so much that
can be learned by observing other instructors. A long term goal would be for me to
continue my education and ultimately pursue a PhD in Nursing. In doing so, I would
like to research theories and principles specific to nursing education and adult
Planning for Clinical Learning Activities
Describe specific learning activities for your students in this clinical area
Students are activity engaged in the teaching plan process at this stage in
their program. They are expected to present materials to the patients as well as
reevaluate the teaching to determine if it was effective. Students will also perform
psychomotor skills such as IV insertion and Foley insertion. It is expected that strict
sterility be maintained during Foley insertion. Students will be expected to be a
patient advocate as well. Being part of the interdisciplinary team for the patient is
important as well. Students will complete a care plan on their patient that will
include a history, all current medication, laboratory results, and a nursing care plan.
A teaching plan must also be included and evaluated.

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
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.

Grading Criteria for Teaching Plan

Planning for Clinical