92848 Facilitation of Clinical Learning
Warning: The information on this page is indicative. The subject outline for a particular semester, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
UTS: HealthCredit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksHandbook description
This subject has been designed for nurse clinicians who have, or will have, responsibility for the successful transition of nursing students and new graduates into the clinical environment. Through the application of adult learning principles, participants become aware of the conditions that encourage and promote effective and efficient clinical learning. In addition, they have the opportunity to design a program of clinical teaching, and are encouraged to evaluate their own development as preceptors and facilitators of clinical learning.
Subject objectives/outcomes
Successful completion of this subject will enable you to:
- Apply theories of learning and teaching to preceptorship and clinical facilitation.
- Evaluate models of preceptorship and clinical facilitation that have been described in the literature.
- Analyse factors which could either enhance or impede teaching and learning in the clinical learning environment.
- Integrate the domains of nursing and midwifery knowledge with experience in the clinical learning environment.
- Ease the transition of new graduates and student nurses and midwives into the clinical environment.
- Exemplify culturally sensitive practice for nursing and midwifery students and new graduates.
- Reflect critically on their development as preceptors and facilitators of clinical learning.
- Plan, develop and implement a program of clinical teaching.
- Give feedback to others and receive feedback on your teaching skills.
Assessment
Assessment Item 1: Designing and Planning Clinical Teaching
| Intent: | This will assess your ability to design and plan a session or program of clinical teaching. This assignment allows you to draw on the material presented in the first two study days and encourages you to be creative in the application of this material to your own circumstances. This assignment also provides an opportunity for you to design and plan a session or program of clinical teaching of direct relevance to you, and test your ideas in a safe environment. |
| Objective(s): | 1, 4, 5 and 8. |
| Weighting: | 40 |
| Length: | Word limit: 1500 words |
Assessment Item 2: Critical Evaluation of the Clinical Teaching Plan
| Intent: | This allows you to critically evaluate your planned session or program of clinical teaching in terms of the literature in this area. This assignment also provides you with an opportunity to evaluate your development as a clinical educator. |
| Objective(s): | 1, 2, 3, 6 and 7. |
| Weighting: | 40 |
| Length: | 2000 words |
| Criteria: | 2,000 words |
Assessment Item 3: Seminar Presentation: How to Teach a Clinical Skill
| Intent: | Students will give feedback to other students and receive feedback on their ability to teach a clinical skill to the class group. As a student learning to teach in the clinical environment and facilitate student learning, it important to be able to give and receive appropriate and constructive critique regarding performance. Vicarious learning is an important concept to consider, as changes in behaviour brought about by observing other people’s actions and their consequences is the most undervalued mode of learning. |
| Objective(s): | 1,3, 7, 8, 9 |
| Weighting: | 20 |
| Criteria: | In week 1 students will form into groups (maximum of 8 groups) and teach the class group how to perform a clinical skill. Students without access to the clinical environment should have a discussion with the subject coordinator regarding access to the UTS nursing laboratories. Student groups are to provide a copy of their presentation for the class. This can be done by attaching it to the discussion board. Please ensure your presentation is attached to the discussion board by midday Wednesday 29th May 2013. NOTE: Seminars will be allocated a specific amount of time, depending on the number of students in the group. Due to time constraints, presentations will be stopped if they go over the allocated time. It is essentail that students/groups rehearse the timing of their presentations, as presentations that are stopped for going over time will have 2 marks deducted. A computer and powerpoint projector will be available for the entire day. GROUPS: PLEASE DISCUSS YOUR CHOICE OF PRESENTATION WITH THE OTHER STUDENTS IN THE CLASS, SO THAT NO TWO PRESENTATIONS ARE ON THE SAME TOPIC. A discussion board has been set up for students to discuss their ideas. A discussion board forum will be set up for each group to discuss their group activity. This discussion board will not be monitored by the teaching staff, however it could be used as evidence of group participation. It is the responsibility of the students/groups to inform the subject coordinator if all members have/have not contributed equally to the presentation. Groups will be expected to perform a peer evaluation of student contribution. PLEASE NOTE: Presentations will be marked by the subject coordinator and fellow students. Assessment criteria Identify the target audience Outline the importance / relevance of the skill to be taught Break the skill down into smaller components / rationale The use of relevant theories related to skill acquisition What information does the learner need to know (eg anatomy/physiology) to fully understand the skill. Consider the problematic aspects of a learner attempting to learn this skill Identify strategies to assess that learning has occurred / how will you assess competency in skill development/acquisition? Presentation - presenters speak clearly, audibly, and are engaged with awareness of the audience; can answer questions from the class. Not reading the presentation. |
Recommended texts
There is no prescribed textbook for this subject, however the following texts, available from the UTS Library, are relevant to this subject and to the course overall.
Emerson, R. J. 2007, Nursing education in the clinical setting, St Louis, Mosby.
Gaberson, K. B., & Oermann, M.H. 2007, Clinical teaching strategies in nursing, 2nd edn, Springer, New York.
Lynch, L., Hancox, K., Happell, B., & Parker, J. 2008, Clinical supervision for nurses, Wiley Blackwell, Oxford.
O’Connor, A.B. 2006, Clinical instruction and evaluation: A teaching resource, 2nd edn, Jones and Bartlett, Sudbury, Mass.
Young, L.E., & Paterson, B.L. 2007, Teaching nursing: Developing a student-centered learning environment, Lippincott Williams & Wilkins, Philadelphia.
References
A comprehensive list of references has been included in eReadings accessible through the UTS Library. However, this list is not intended to be exhaustive and students are expected to search the literature independently and to read widely.
Additional material will be available through the library eReadings - this can be accessed via UTSOnline
Other resources
UTS Student Centres
Building 10
Monday, Tuesday, Thursday, Friday: 9am - 5pm
Wednesday: 11am - 5pm
Tel: (02) 9514 4911
Kuring-gai
Monday, Tuesday, Thursday, Friday: 9am - 4:30pm
Wednesday: 11am - 4:30pm
Tel: (02) 9514 5021
Website details for student centres: https://servicedesk.uts.edu.au/CAisd/pdmweb.exe
For other resources/information refer to the Faculty of Health website (www.health.uts.edu.au/students/current/index.html) or UTSOnline at: https://online.uts.edu.au/webapps/login/
Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.
HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS is located in Student Services, on level 3 building 1 at City Campus and via the Student Services area at Kuring-gai. Phone 9514-2327 or 9514-2361
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.
