Clinical Teaching Strategies for Nursing » (2nd Edition)

Kathleen B. Gaberson, PhD, RN, CNOR, CNE, ANEF, is a Nursing Education Consultant and former Professor and Chair of the Department of Nursing Education and Director of Nursing at Shepherd University, Shepherdstown, WV. She has over 35 years of teaching experience in graduate and undergraduate nursing programs and has presented, written, and consulted extensively on evaluation and teaching in nursing education. She is Research Section Editor of the AORN Journal.

Marilyn H. Oermann, PhD, RN, FAAN, is a Professor in the College of Nursing at Wayne State University. She is the author many articles on clinical teaching, clinical evaluation, and teaching strategies in nursing education as well as seven books. She is the Editor of the Annual Review of Nursing Education (with Kathleen T. Heinrich, all published by Springer), the fifth volume of which was published in November 2006; and the Journal of Nursing Care Quality. She is also co-author of Evaluation and Testing in Nursing Education (Springer, 2005), with Kathleen B. Gaberson, now in its second edition. Dr. Oermann lectures widely on teaching and evaluation in nursing.

Teaching in clinical settings presents nurse educators with challenges that are different from those encountered in the classroom. The purposes of this book are to examine concepts of clinical teaching and to provide a comprehensive framework for planning, guiding, and evaluating learning activities for undergraduate anfd graduate nursing students and health care providers in clinical setting. It describes clinical teaching strategies that are effective and practical in a rapidly changing health care environment, and it examines innovative uses of nontraditional sites for clinical teaching.

Barbara Owens

This book is an overview of clinical teaching/learning strategies and activities for nursing students. It is one of a series on teaching in nursing. The purpose is to examine concepts of clinical teaching and provide a comprehensive framework for learning activities in the clinical setting. Due to the complexity of clinical settings, this book is a valuable resource for approaches to teaching that vary greatly from classroom instruction. Targeted specifically for clinical nursing instructors, this book would also apply to other healthcare professionals as well as graduate nursing students preparing to teach nursing. This is a comprehensive framework for clinical teaching for nursing instructors and graduate students preparing to teach nursing. The chapters, titles, and subtitles are easy to follow and focus on particular aspects of clinical teaching. The authors explain how the philosophy of the individual serves as a guide for how we practice and how learning outcomes are evaluated. Each phase of clinical learning activity is addressed, from preparation to the processes, and finishing with evaluation. Ethical and legal issues are briefly covered. Learning modes and activities to enhance group process learning are discussed, but not in great detail. Several references are cited throughout each chapter and listed at the end of each chapter for further investigation of special interests related to clinical teaching. A primary strength of this book is the up-to-date discussion of multimedia use in teaching, such as computer-assisted instruction, interactive videodisc, CD-ROM, virtual reality, and the Internet. Another strength is the special focus on teaching/learning in theclinical setting.