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| Preface | |
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| Goals of Clinical Nursing Education | |
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| Applying Theoretical Learning to Patient Care Situations | |
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| Developing Communication Skills | |
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| Demonstrating Skill in the Use of Therapeutic Nursing Interventions | |
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| Evidencing Caring Behaviors in Nursing Actions | |
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| Considering the Ethical Implications of Clinical Decisions and Nursing Actions | |
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| Gaining a Perspective on the Contextual Environment | |
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| Experiencing the Variety of Nursing Roles | |
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| Summary | |
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| References | |
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| Entering the Instructional Role | |
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| The Academic Environment | |
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| Becoming a Member of the Nursing Department Faculty | |
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| Expectations of the Clinical Instructor | |
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| Developing Collegial Relationships within the Nursing Department | |
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| The Clinical Setting | |
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| Demands of Clinical Teaching | |
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| Expectations of Clinical Staff | |
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| Expectations of Students | |
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| Orientation to the Clinical Setting | |
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| Summary | |
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| References | |
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| Theoretical Approaches to Teaching and Learning in Clinical Nursing Education | |
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| How Learners Learn | |
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| Psychological Theories | |
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| Developmental Theories | |
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| Social Theories | |
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| Behavioral Domains and Hierarchies of Learning | |
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| Cognitive Domain | |
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| Psychomotor Domain | |
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| Affective Domain | |
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| Nature of the Adult Learner | |
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| Assumptions of Andragogy | |
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| Conditions for Learning | |
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| Benner's Framework for the Development of Clinical Expertise | |
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| Summary | |
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| References | |
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| Getting Started | |
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| Program Faculty | |
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| Clinical Staff | |
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| The Clinical Group | |
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| Before the Clinical Experience Begins | |
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| The First clinical Day | |
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| Orientation | |
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| Establishing Ground Rules | |
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| Setting Expectations | |
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| Teaching and Learning Strategies for the College Laboratory Setting | |
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| The Laboratory Setting | |
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| Uses of the College Laboratory | |
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| Instructional Materials | |
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| Structuring the Laboratory Experience | |
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| The Process of Learning a Psychomotor Skill | |
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| Integrating the Cognitive Basis for Psychomotor Skills | |
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| Summary | |
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| References | |
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| Organizing and Managing Instruction in the Clinical Practice Setting | |
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| Expectations, Hopes, and Fears | |
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| Causing No Harm to the Patient | |
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| Helping Patients | |
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| Integrating Theory into Clinical Practice | |
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| Learning Clinical Practice Skills | |
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| Looking Good as a Nurse and as a Student | |
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| Selecting Clinical Learning Experiences | |
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| Curricular Goals | |
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| Learning Environment | |
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| Instructor Expertise | |
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| Learner Characteristics | |
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| Other Considerations | |
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| Alternative Approaches | |
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| Techniques to Help Students Prepare for Clinical Learning Experiences | |
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| Teacher-Created Data Collection Forms | |
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| Daily Nursing Care Plans | |
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| The "Verbal Connection" | |
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| Clinical Focus Guidelines | |
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| Clinical Concept Mapping | |
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| The Clinical Preconference | |
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| Guiding Student Learning in the Clinical Setting | |
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| Teaching-Learning Principles Underlying Instruction | |
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| Modeling the Professional Nursing Role | |
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| Managing Off-Unit Experiences | |
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| Taking Advantage of Serendipitous Opportunities | |
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| The Clinical Postconference | |
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| Summary | |
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| References | |
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| Teaching and Learning Strategies for the Clinical Practice Setting | |
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| Instructional Techniques for the Clinical Setting | |
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| Demonstration | |
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| War Stories | |
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| Questioning | |
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| Listening | |
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| Supervision of Student Performance of Technical Skills | |
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| Process of Skill Mastery | |
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| How to Let Go | |
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| When to Jump In | |
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| Ensuring That Patient Needs Are Met | |
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| Promoting the Integration of Theory and Practice | |
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| Case Studies | |
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| Seminars | |
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| Nursing Rounds | |
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| Written Assignments | |
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| Developing Critical Thinking Skills and Reflective Practice | |
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| What Is Critical Thinking? | |
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| The Role of Reflective Practice | |
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| Strategies for Promoting Critical Thinking and Reflective Practice | |
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| The Affective Domain: Fostering Caring in Clinical Practice | |
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| Summary | |
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| References | |
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| Special Techniques for Special Settings | |
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| The Maternity Setting: Managing Instruction to Capture the Cyclical Nature of the Maternity Experience | |
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| The Pediatric Setting: The Problem of a Disappearing Clientele | |
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| The Mental Health Setting: It's Communication, But Is It Therapeutic? | |
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| Community Health Settings: Independent Practice in Unstructured Settings | |
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| Reference | |
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| Theoretical Approaches to the Evaluation of Learning in the Laboratory and Clinical Practice Settings | |
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| Philosophies of Evaluation | |
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| Purposes of Evaluation | |
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| The Evaluation Process | |
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| Goals of Evaluation | |
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| Standards for Evaluation | |
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| Evaluation Methods | |
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| Analyzing Results | |
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| Reporting Results and Making Decisions | |
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| Using Results | |
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| Evaluating the Evaluation Process | |
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| Summary | |
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| References | |
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| Evaluation Strategies for the Laboratory and Clinical Practice Settings | |
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| Identifying the Goals of Evaluation | |
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| Clarifying the Standards for Evaluation | |
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| Selecting and Applying Evaluation Methods | |
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| Observations | |
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| Written Work | |
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| Oral Presentations | |
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| Simulations | |
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| Self-Evaluations | |
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| Testimonials | |
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| Analyzing Results | |
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| Reporting Results | |
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| Due Process Issues | |
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| Confidentiality Issues | |
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| Making Decisions | |
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| Using Results | |
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| Evaluating the Evaluation Process | |
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| References | |
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| Interpersonal Issues in Clinical Nursing Education | |
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| The Instructional Role | |
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| The Clinical Instructor as Teacher | |
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| The Clinical Instructor as Supervisor | |
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| The Clinical Instructor as Evaluator | |
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| The Clinical Instructor as Nurse | |
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| Communicating Caring | |
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| Conveying Enthusiasm | |
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| Communication Strategies | |
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| Setting Goals | |
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| Communicating Values | |
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| Motivating Performance | |
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| Praising | |
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| Providing Corrective Feedback | |
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| Preventing Unsafe Practice | |
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| Describing Performance Deficits | |
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| Disciplining a Student | |
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| Failing a Student | |
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| Removing a Student from the Clinical Area | |
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| Responding to Student Stress | |
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| Helping Students to Cope with... | |
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| ...Death and Dying | |
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| ...Disfigurement, Deformities, Wounds, and Other Alterations in Body Integrity | |
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| ...A Patient's Sexuality | |
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| ...Racist or Sexist Remarks by Patients | |
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| ...Staff or Physician Harassment | |
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| Strategies for Working with the... | |
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| ...Reluctant Learner | |
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| ...Reticent Learner | |
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| ...Monopolizer | |
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| ...Distractor | |
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| ...Student Who Lies | |
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| ...Student Who Plagiarizes | |
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| ...Student Who Exhibits Inappropriate Behavior | |
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| ...Student Who Has Attention Deficit Hyperactivity Disorder | |
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| ...Student Who Is Impaired Due to Substance Abuse | |
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| ...Student Who Is Defiant | |
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| ...Student Who Is Uncivil | |
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| ...Student Who Is Poorly Groomed | |
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| ...Student Who Is a Family Member or Friend | |
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| ...Older Student | |
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| ...Male Student | |
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| ...Student Who Is Repeating the Course | |
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| ...Student Who Is Licensed as an LPN or RN | |
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| ...Student from Another Culture | |
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| ...Student for Whom English Is a Second Language | |
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| Maintaining Relationships with Staff | |
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| Controlling Emotions | |
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| Summary | |
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| References | |
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| Ethical and Legal Issues in Nursing Education | |
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| Ethical Issues in Nursing Education | |
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| Ethical Systems and Analytical Tools | |
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| Approaches to Guiding Students through Ethical Dilemmas in Practice | |
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| Ethical Issues Related to the Instructional Role | |
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| Legal Issues in Nursing Education | |
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| Licensure Issues | |
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| Due Process Issues | |
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| Student with a Disability | |
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| Contractual Issues | |
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| Summary | |
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| References | |
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| Appendices | |
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| Sample Program, Level, and Related Course Objectives for a Baccalaureate Nursing Program | |
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| Sample Course Outline for a Nursing Course with a Clinical Component | |
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| Sample Clinical Evaluation Form | |
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| Sample Anecdotal Notes | |
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| Sample Agency Affiliation Agreement | |
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| Sample Clinical Preparation Forms | |
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| Sample Guidelines for Off-Unit Experiences | |
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| Index | |