Clinical Teaching Strategies in Nursing, Fourth Edition: Edition 4
About this ebook
Praise for the Third Edition:
"I recommend this book as an introduction to new educators involved in clinical teaching."
-Journal for Nurses in Staff Development
The fourth edition of this highly acclaimed text continues to provide a comprehensive framework for planning, guiding, and evaluating learning activities for graduate and undergraduate nursing students in numerous clinical settings. A respected resource for clinical faculty, it addresses the distinct requirements of clinical learning as opposed to classroom learning and provides proven strategies to maximize clinical education. The revision features expanded content on teaching graduate students, regulatory issues affecting distance education, and the use of social media. It covers establishing and using dedicated education units (DEUs), the challenges of student access to electronic health records and documentation of care, and reducing the demands of clinical staff members when multiple students rotate through a particular setting.
Additionally, this edition provides guidelines for using preceptors, evaluating multimedia, and observing students in practice; sample observation guidelines, learning assignments, and clinical learning activities; and sample policies for clinical evaluation and adherence to professional conduct standards. It includes the latest revisions of the NCLEX test plan and the AACN Essentials guidelines for nursing education. The instructor?s manual, which includes learning activities for each chapter and teaching suggestions, and PowerPoint presentations accompany the text.
New to the Fourth edition:
- Two completely new chapters: the first "Developing Clinical Learning Sites," and the second "Pedagogical Technologies for Clinical Education"
- Expanded approaches for meeting the clinical needs of graduate students
- Regulatory issues affecting distance education across state lines
- Using social media
- Discussion of benefits of DEUs and practical suggestions for developing them as clinical teaching sites
- Important content regarding the NLN CNETM Examination Detailed Test Blueprint
- Challenges of student access to electronic health records
- Guidelines for using preceptors, evaluating multimedia, and student observation
- Sample observation guidelines, learning assignments, and clinical learning activities and sample policies for clinical evaluation and professional conduct standards
About the author
Kathleen B. Gaberson, PhD, RN, CNOR, CNE, ANEF, is Professor of Nursing by Courtesy at Duquesne University, and owner of and principal nursing education consultant for OWK Consulting, both in Pittsburgh, Pennsylvania. She has over 40 years of teaching and administrative experience in graduate and undergraduate nursing programs. She is co-author of 13 nursing education books and author or co-author of numerous articles on nursing education topics. Dr. Gaberson has received many teaching awards, and she presents and consults extensively on assessment and evaluation, clinical teaching, and research instrument development.
Marilyn H. Oermann, PhD, RN, ANEF, FAAN, is the Thelma M. Ingles Professor of Nursing at Duke University School of Nursing, Durham, North Carolina. She is the author or coauthor of 35 books and many articles on teaching in nursing, evaluation, and studies of the nursing literature. She is the Editor-in-Chief of Nurse Educator. Dr. Oermann received the National League for Nursing (NLN) Award for Excellence in Nursing Education Research, the Sigma Theta Tau International Elizabeth Russell Belford Award for Excellence in Education, the American Association of Colleges of Nursing Scholarship of Teaching and Learning Excellence Award, the Margaret Comerford Freda Award for Editorial Leadership in Nursing from the International Academy of Nursing Editors, and the NLN President’s Award. The NLN established an award in her honor, the Marilyn H. Oermann Award for Distinguished Research in Nursing Education, to recognize an individual or team who has generated an evidentiary base for the science of nursing education.
Teresa Shellenbarger, PhD, RN, CNE, CNEcl, ANEF, is executive director, National League for Nursing Commission for Nursing Education Accreditation. She is a Distinguished University Professor Emerita and was previously the founding Doctoral Nursing Program Coordinator, Indiana University of Pennsylvania, Indiana, Pennsylvania. During her 30 years of classroom and clinical teaching, she has established a reputation as an expert educator, mentor, and respected leader in academia. She was an invited member of the National League for Nursing (NLN) workgroup that developed the Academic Clinical Nurse Educator competencies that serve as the basis for the NLN clinical nurse educator certification exam. Dr. Shellenbarger recently published two books, Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic Clinical Nurse Educators and Academic Clinical Nurse Educator Review. Dr. Shellenbarger frequently presents and publishes on topics related to innovative teaching, faculty role development, clinical teaching, and technology in nursing education.
