LBNP 1108 Clinical Practice 1

Module LBNP 1108

CLINICAL PRACTICE 1

BSc (Hons) in Nursing

Post Registration
Year 1, Semester 1

LBNP 1108 Clinical Practice 1

TABLE OF CONTENTS

Introduction of the Module...2

Module Learning Outcomes ...4
Topic of the Module ..5
Brief Contents of the Module..8
Assessment of the Module..9
Formative...10
Summative............11
Marking Criteria ...12
Directed Study Activities ...15
Activity 1: Concept mapping .......15
Activity 2: Plan student-centered activity ....16
Group Work Sessions.17
Session 1: Clinical and bedside teaching.18
Session 2: Classroom teaching...18
Bibliography..19

LBNP 1108 Clinical Practice 1

Introduction to the Module

This is an eight credit module. This module is essentially about the application of
the theory learned from Teaching and Learning 1. It provides you with the
opportunities to practice what you have learnt.

The module aims to prepare you in the fundamentals of teaching and learning,
which will enable you to practice teaching strategies in a real setting.

Elements of the transferable skills are directly related to the roles and
responsibilities of qualified nurses, to function as effective teachers, mentors,
preceptors and clinical instructors. They include:

Application of theory to practice

Conduct literature search and present its finding
Critical thinking using self-directed learning (SDL)
Report findings objectively

The purpose of this practicum is to provide you with the opportunity to participate
in the classroom/clinical teaching/evaluation of nursing students at various levels.
Classroom/clinical focused practicum involve course preparation, actual classroom
teaching, preceptorship, and evaluation methods.

Delivery of the module consists of application of theory to practice, learning from

group discussions after every clinical teaching, bedside teaching and lectures. This
allows you to explore transferable skills in relation to your own professional
experiences. This means that at the end of the module, you will be more
competent as nurse preceptors, nurse educators and mentors.

LBNP 1108 Clinical Practice 1

Teaching, learning and assessment strategies involve collaborative learning

among peers, independent learning, teaching practice with feedback from inhouse local preceptors and group discussions with reflection. At the end of the
module, you will be able to teach more effectively by considering all the
contributing factors. You will also be able to report findings and solutions
independently and share it with your other colleagues to contribute towards a
higher level of learning.
However, you can only be assessed on your teaching skills once you are ready
to teach a class. The keynote lectures will give you a brief overview of relevant
theoretical approaches. You will have opportunities to explore the application of
these approaches.

The module activities are directly related to the completion of the module
assignment and the output from the activities, which will form into both formative
and summative elements. The practical will also require a face-to-face contact
with the module leader.

LBNP 1108 Clinical Practice 1

Module Learning Outcomes

1. Plan classroom/clinical presentations appropriate to your clinical

practice.
2. Design teaching plans appropriate to your clinical practice.
3. Identify appropriate learning strategies for teaching.
4. Conduct clinical or bedside teaching in the clinical area/simulation

ward/clinical lab.
5. Conduct classroom teaching effectively.
6. Participate in the evaluation of peer performance in classroom/

clinical setting.

LBNP 1108 Clinical Practice 1

Topic of the Module

A good teaching strategy

A variety of teaching strategies has been identified to improve student learning.
Therefore, it is important for an educator/teacher to identify appropriate and
effective learning and teaching approaches, which are student-centred and active
learning methods. Research has shown that active learning helps to improve
students understanding and retention of information, which could effectively
develop a higher order of cognitive skills, such as problem solving and critical
thinking.

Table 1 below outlines the teaching practical that you need to learn.

Table 1: Teaching Practical

Review and determine the topic and content with preceptor/ lecturer
within first 2 weeks.

Design lesson plans appropriate to your expertise, using power point

presentations or other teaching methods.

Use appropriate learning strategies such as active learning and critical

thinking as part of the implementation of lesson plan.

Evaluate the implementation of the selected classroom/clinical teaching

approaches.

Participate in the evaluation of student performance in the

classroom/clinical setting.

LBNP 1108 Clinical Practice 1

Brief contents of the topic

(A) Clinical/Bedside teaching

Type of group conference in which patients are observed, studied, discussed,
demonstrated and directed towards the improvement of nursing care.
Purpose of clinical/bedside teaching:

To develop high technical competent skills.

To provide individualized care in a systematic and holistic approach.

To meet the needs of the client.

To learn various skill in giving health education techniques.

To develop various methods in delivering care.

To help integration of theoretical knowledge into practice.

To develop communication skills and maintain interpersonal relationship.

To facilitate clinical reasoning.

Methods of clinical/bedside teaching:

Client and family centred approach

Client and family members are involved in education about concept of
health and illness in a holistic manner.

Conference

Bedside

Nursing rounds

Ward teaching

Case method

Demonstration

Clinical/bedside teaching methodology:

1. Set your own objectives or plan.
Be realistic what you can achieve.
Consider your own available time, duration of teaching and number of
students.
Discuss with other colleagues.

LBNP 1108 Clinical Practice 1

2. Provide a good teaching environment.

Bridging the gap between student and teacher.
Friendly and helpful manner to reduce the natural and inevitable
apprehensions.

3. Ensure good communication.

Trust must exist between teacher and student/patient.
Clients comfort, trust and assurance of help must be considered.

4. Set a good example (Role modelling).

Teacher acting as role model for students where procedures/knowledge
can be best demonstrated and consolidated.

5. Involve the students.

Active participation.
Emphasis on patient orientation and not disease orientation.

6. Observe the students.

Provide constructive feedback in a friendly and professional manner.

Develop a lesson plan:

Knowledge and skills of planning a lesson plan have been explained and
explored in Teaching and Learning 1 (Please refer).

Evaluation of clinical/bedside teaching:

Formative i.e. portfolio

Summative i.e. direct observation, OSCE

LBNP 1108 Clinical Practice 1

(B) Classroom teaching

Fifteen or more students meet together in the same physical space with a single
instructor.
Four methods in presenting the subject matter:

Telling Lecture, discussion, storytelling, etc.

Doing Textbook, project, problem solving, etc.

Visual Demonstration, supervised study, etc.

Mental Inductive, deductive, analysis, synthesis, etc.

Classroom teaching strategy:

Teaching is a generalized plan of the whole lesson plan (Refer to Teaching

and Learning 1).

It consists of: Structure of teaching

Objectives of teaching
Techniques of evaluation of teaching

It is goal-directed activities.

Create a conducive learning environment.

Behaviour of students and mutual relationship between students and

teachers.

Divided into two activities:

Autocratic
o Teacher centred method
o E.g. storytelling, lecture, demonstration, tutorial.
Democratic
o Learner centred method
o E.g. discussion, heuristic, discovery, project, role play, brain
storming.

Evaluation methods:-

Observation and videotaping.

LBNP 1108 Clinical Practice 1

Assessment of the Module

Completion of both formative and summative pieces of work is required for this
module.

Formative
Formative assessment requires you to conduct five clinical teaching and bedside
teaching.

Summative
The summative assessment requires you to teach 10 theory sessions, to be
collected in a classroom setting.

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Formative Assessment: 40%

General guidelines for bedside and clinical teaching

Lesson plans that you have submitted and have achieved a pass score from the
previous module Teaching and Learning 1 are your guide in general. However,
your submitted lessons plans are not enough as you are required to perform 5
bedside teaching and 5 clinical teaching in the simulation ward or in the clinical
setting itself. It is recommended that you follow the format of your previous lesson
plans to keep you on track.

Conduct - 5 Clinical Teaching

Conduct - 5 Bedside Teaching

(Develop lesson plans and
appropriate learning strategies for
the target audience in the
simulation ward/ mock ward/ real
situation)

40%

8 weeks

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Summative Assessment: 60%

General guidelines for classroom teaching

Lesson plans that you have submitted and have achieved a pass score from the
previous module Teaching and Learning 1 are your guide in general. However,
your submitted lessons plans are not enough as you are required to perform 10
session of classroom teaching. It is recommended that you follow the format of
your previous lesson plans to keep you on track.

Conduct - 10 sessions of classroom

teaching
(Develop lesson plans, test
questions, visual for presentation and
appropriate learning strategies for the
target audience)

60%

12 weeks

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Marking Criteria
Table 2 below lists the criteria for evaluating bedside and clinical teaching. This
will also help you in the process of developing your lesson plan.
Table 2: Marking Criteria for Bedside and Clinical Teaching
A.

PLANNING

1.

* Preparation and setting

2.

* Create an appropriate environment

3.

* Check resources are available and working in advance

4.

* Use resources appropriately

B.

TEACHING

5.

* Self-introduction

6.

* Establish rapport with learners

7.

* Set induction and closure

8.

* Instructional objectives clearly stated

9.

* Content related to objectives

10.

* Use an appropriate tone, pace and fluency

11.

* No distraction mannerisms

12.

* Ability to relate and emphasize

13.

* Quality of teaching aids creative and well-prepared

14.

* Explain topic of discussion with examples

15.

* Good control of session i.e. timing

C.

SUBJECT KNOWLWDGE AND ABILITY TO ANSWER QUESTIONS

16.

* Subject matter exact and reliable

17.

* Respond and answer questions clearly

D.

INTERACTION WITH PEOPLE

18.

* Maintain eye contact

19.

* Maintain learners attention

20.

* Facilitate learners participation

E.

CONCLUSION

21.

* Reviews/summarizes key points

22.

* Obtain feedback from students

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Table 3 below lists the criteria for evaluating classroom teaching. This will guide you
in the process of developing your lesson plan and conducting teaching session.

Table 3: Marking Criteria for Classroom Teaching

NO.
1.

CONTENT
INTRODUCTION
Well-structured with induction and closure.

2.

OBJECTIVES
Clearly stated and possibly as a series of bullet points.

3.

LOGICAL ARRANGEMENT OF SECTIONS

Logical sequence on the body of contents; and often link and refer back to
objectives.

4.

FACTS AND FIGURES

Use facts and figures appropriately and over-heads/Power Point slides to
reinforce them

5.

CONCLUSION
Logical conclusion with some take-away points

6.

TIME MANAGEMENT
Keep perfectly to time or under-runs

7.

HANDLING OF QUESTIONS
Confident and think well on their feet
TEACHING AIDS / AVA

8.

QUALITY
Well-organized, good use of color and free of spelling mistakes

9.

USE
Direct audience to specific key words or facts and reveals information
gradually

10.

SUMMARY OF INFORMATION
Series of bullet points, or equivalent on overheads/ PowerPoint slide

11.

SKILLS
Skillful use of teaching aids

LBNP 1108 Clinical Practice 1

PRESENTATION SKILLS
12.

GOOD BODY POSTURE

Stand upright and alert

13.

POSITION OF STUDENT
Stand to side to allow audience to see the image

14.

EYE CONTACT
Look at all of the audience frequently

15.

DELIVERY (THE WORDS)

Try to explain contents/questions with examples

16.

DELIVERY (SPEED)
Use an acceptable pace with short breaks to allow the audience to catch
up

17.

VOICE PROJECTION
Can be heard clearly in the room

18.

VOICE TONE
Variation in tone to emphasize specific words or phrases

19.

DISTRACTING MANNERISMS
No obvious or unwanted distraction seen

20.

PARTICIPATION
Encourage participation and maintain teacher-student relationship

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LBNP 1108 Clinical Practice 1

Directed Study Activities

This session is divided into three activities. You are required to write an evidencebased referencing for all the activities.

Activity One: Concept Mapping

This activity forms part of your directed study in general preparation of your
career as a preceptor, mentor, nurse educator and clinical instructor.

The following is a sample of a mind mapping.

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Activity Two: Plan a Student-Centered Activity

This training is an activity whereby you, as the leader, learn to use and explore
different types of teaching strategies such as role play, strategic games and
reporting methods. It is important in helping you to develop skills as a nurse
educator, clinical instructor and a preceptor.

The skill that you need to acquire is strategy planning. Therefore, where you find
the resources and how you improvise your resources is the major role that you
must demonstrate to the examiner.

Where do I start?

Gather all of your research or notes on the topic that you are going to teach.

Review all your research/information and get an appropriate student-centered

activity that best fits your subject matter.

Form a working statement that describes the point that you want to make about
your student-centered activities.

Begin to select what information you would like to include based on the chosen
point.

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Group Work Sessions

(Note: This is not a graded work session)

Learning Outcomes
Demonstrate problem solving skills [solution and application] in relation to
practice settings.
Identify your own colleagues or classmates strengths and weaknesses and
analyze this in group discussions

Purpose and Output

The group work activities provide a supportive environment to share and discuss
lesson plans together. We want you to work in a team by helping each other to
solve problems as it is the norm in clinical practice. Team working is highly valued
in health care settings and it is a skill that employers seek in potential employees.
The output may come as a peer review which helps in better understanding of the
potential problems and solutions.

Problem Solutions and Application

In this group work, you will explore possible solutions to the problems or
weaknesses that you have identified of your colleagues when they do their clinical
teaching, bedside teaching and classroom teaching. However, most problems
have multiple causes which overlap considerably. Thus, any attempt to solve the
problem without first accurately identifying its root cause is doomed to failure. By
having a proposed cause for the problem and a planned solution, the next step is
to set up how you intend to implement your solution [application to practice] and
evaluate its outcome i.e. how well the solution works and monitoring whether or
not the plan is appropriate to the problem.

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Group Work: Session one

Peer review on individual clinical and bedside teaching this will be done
within a group.

Every classmate, peer or colleague will discuss the clinical and bedside instructors
strengths and weaknesses as to where all of you believe these may have occurred.
In the real world, the causes of particular incidents are very complex and it is
difficult to draw definite conclusion since all the possible contributing factors vary
with times and resources. You should, therefore, concentrate on one or two main
factors and explain why you think these can help to improve, sustain and develop
the nursing service.

Contribution of group members can be done through the discussion of your

proposed explanations and the sharing of similar experiences that may have been
encountered in clinical setting or practice.

Group Work: Session Two

Peer review on individual classroom teaching this will be done within the
group.

Every student will present his or her proposed solutions regarding the strengths
and weaknesses of the individual who did the classroom teaching. The proposed
explanations will be discussed and similar experiences will be shared by group
members. You should start thinking about what you need to address in order to
help the individual to improve. Meanwhile, you also need to focus on the actual
practical steps and make recommendations by integrating the theoretical
perspectives of teaching and learning into real practice.

LBNP 1108 Clinical Practice 1

Bibliography
Bistable, S. B. (2010). Nurse as Educator. New Delhi: Jones and Bartlett
Publishers.
Cooper, J.M. (2013). Classroom teaching skills (10th ed.). Wadsworth Cengage
Learning: US.

Emerson, R. J. (2007). Nursing Education in the clinical setting. St. Louis: Mosby.

Iwasiv, C. L. (2010). Curriculum development in Nursing Education. New Delhi:

Bartlett Publishers.

Mayor, B. A. & Wittman, R. A. (2008). Nursing Education. Foundations for Practice

Excellence. New Delhi: Jay Pee.

Pramilaa, R. (2008). Nursing Communication and Educational. Technology,

Bangaluru: Jaypee Brothers.

Quinn, F. & Hughes, S. (2007). Quinns principles and practice of nurse education
(5th ed.). Cheltenham: Nelson Thornes.

Oermann, M. & Gaberson, K. (2009). Evaluation and testing in nursing education.

New York: Springer.

Watkin, B. (2008). Bedside teaching. MacMillan: University of Michigan.

Young, E. & Peterson, B. L. (2007). Teaching Nursing Developing a student

centered environment. New York: Lippincott

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