1 Dr Helen Mulcahy Sept 19 UCC Helen

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1 Dr Helen Mulcahy Sept 19 UCC Helen Mulcahy 2019

1 Dr Helen Mulcahy Sept 19 UCC Helen Mulcahy 2019

Why is clinical teaching by PHN preceptors important? What is being assessed? What are

Why is clinical teaching by PHN preceptors important? What is being assessed? What are the available strategies? What is known to be effective? Helen Mulcahy 2017 2

To facilitate the transformation from novice student PHN to competent PHN practitioner Helen Mulcahy

To facilitate the transformation from novice student PHN to competent PHN practitioner Helen Mulcahy 2017 3

WHAT IS BEING ASSESSED BY PRECEPTORS ( ABA 2003) Observable Behaviours Evidence Based Practice

WHAT IS BEING ASSESSED BY PRECEPTORS ( ABA 2003) Observable Behaviours Evidence Based Practice Performances Student Centred Assessment Strategy Attitudes/ values Cultural beliefs Helen Mulcahy 2017 Decision Making processes 4

Discussions Case studies Collaborating Writing Presenting From the very beginning with children! Others ?

Discussions Case studies Collaborating Writing Presenting From the very beginning with children! Others ? _________ Helen Mulcahy 2017 5

§ Knowledge: -Specific facts, patterns, concepts § Skills: -practical abilities, measured in speed, precision

§ Knowledge: -Specific facts, patterns, concepts § Skills: -practical abilities, measured in speed, precision § Attitudes: -realizing, feelings, values, motivation http: //www. nwcphp. org/documents/training/Adult_Education_Toolkit. pdf Helen Mulcahy 2017 6

HTTP: //WWW. NWCPHP. ORG/DOCUMENTS/TRAINING/ADULT_EDUCATION_TOOLKIT. PDF Helen Mulcahy 2017 7

HTTP: //WWW. NWCPHP. ORG/DOCUMENTS/TRAINING/ADULT_EDUCATION_TOOLKIT. PDF Helen Mulcahy 2017 7

1. Are autonomous and self-directed. 2. Have a foundation of life experiences and knowledge.

1. Are autonomous and self-directed. 2. Have a foundation of life experiences and knowledge. 3. Are goal-oriented. 4. Are relevancy-oriented. 5. Are practical. 6. Need to be shown respect. http: //www. cdc. gov/healthyyouth/foodsafety/pdf/effective_teaching_strategies. pdf Helen Mulcahy 2017 8

Kolb diagrams updated May 2006 https: //www. yout ube. com/watch? v=Ob. Q 2 Dhe.

Kolb diagrams updated May 2006 https: //www. yout ube. com/watch? v=Ob. Q 2 Dhe. GO KA Helen Mulcahy 2017 9

§ Limited research on (Simple CINAHL search output =90 clinical teaching effectiveness) § The

§ Limited research on (Simple CINAHL search output =90 clinical teaching effectiveness) § The constituents of effective clinical teaching remain inconclusive (Klimkewicz et al. 2012 ) § Greater focus on undergraduate education § Greater focus on educational setting Helen Mulcahy 2017 10

§ Teacher knowledge § Feedback and communication skills (Kelly 2007) § Being objective and

§ Teacher knowledge § Feedback and communication skills (Kelly 2007) § Being objective and fair § Showing genuine interest in patient care (Klimkewicz et al 2012) § Demonstrable clinical competence § Effective communication and collaborative skills (Girija et al 2012) § Emotional intelligence (Allen et al 2012) Helen Mulcahy 2017 11

§ Acceptance by staff § Student teacher ratios § Peer support responding to student

§ Acceptance by staff § Student teacher ratios § Peer support responding to student questions § Not exposing student weaknesses in front of others § Avoiding (putting students in) embarrassing positions in skill demonstration § Enthusiasm in teachers § Teaching ability and nursing competence (Kelly 2007, Martens et al. 2009) Helen Mulcahy 2017 12

§ 3 “A’s, ” Ability, Availability and Affability § Clinical competence § Non judgmental

§ 3 “A’s, ” Ability, Availability and Affability § Clinical competence § Non judgmental § Role model § Enthusiasm § Feedback skills § Availability § Respectful of learners’ autonomy (Buchel & Edwards 2005) Helen Mulcahy 2017 13

§ Think out loud § Activate the learner § Listen smart § Keep it

§ Think out loud § Activate the learner § Listen smart § Keep it simple § Wear gloves § Adapt enthusiastically § Link learning to caring § Kindle kindness (Reilly 2007) Helen Mulcahy 2017 14

§ Effective Strategies? ØQuestioning ØRole modelling ØProviding guidance ØEvaluating performance Helen Mulcahy 2017 15

§ Effective Strategies? ØQuestioning ØRole modelling ØProviding guidance ØEvaluating performance Helen Mulcahy 2017 15

 • Start-up - introduce the learning experience • Experience - an activity, a

• Start-up - introduce the learning experience • Experience - an activity, a case study, a participatory lecture, a small-group discussion, etc. • Debrief - discuss the learning experience • Unveil Concepts - take a broader view: what are the concepts and the principles that were learned? • Execute - discuss application of the concepts and principles to everyday work and to the real world http: //www. nwlink. com/~donclark/hrd/styles/kolb. html 16 Helen Mulcahy 2017

http: //www. practicaldoc. ca/teaching/practical-prof/teaching-nutsbolts/key-features-of-great-clinical-teachers/ Helen Mulcahy 2017 17

http: //www. practicaldoc. ca/teaching/practical-prof/teaching-nutsbolts/key-features-of-great-clinical-teachers/ Helen Mulcahy 2017 17

What is Emotional Intelligence? Emotional intelligence (EI) refers to the ability to perceive, control

What is Emotional Intelligence? Emotional intelligence (EI) refers to the ability to perceive, control and evaluate emotions. Some researchers suggest that emotional intelligence can be learned and strengthened, while others claim it is an inborn characteristic. http: //psychology. about. com/od/personalitydevelopment/a/emotionalintell. htm https: //www. youtube. com/watch ? v=Y 7 m 9 e. No. B 3 NU Helen Mulcahy 2017 18

§ Adequate preparation and reflection § Clarify expectations of the teaching and learning triad

§ Adequate preparation and reflection § Clarify expectations of the teaching and learning triad (preceptor, student and HEI) § Develop emotional intelligence § Three themes – organisational issues, appropriate supervision and authentic experiences (Al Haqwi et al 2010) Helen Mulcahy 2017 19

Allen D. , Ploeg J. & Kaasalainen S. (2012). The relationship between intelligence and

Allen D. , Ploeg J. & Kaasalainen S. (2012). The relationship between intelligence and clinical teaching effectiveness in Nursing faculty. Professional Nursing 28 (4) 231 -240 Buchel, T. L. & Edwards, F. D. (2005) Characteristics of teachers. Fam Med, 37(1), 30 -5. emotional Journal of effective clinical Girija K. M. (2012) Effective clinical instructor – a step towards excellence in clinical teaching. Journal of Nurse Education 4 (1), 25 -27 Kelly C. (2007) Student’s perceptions of effective Education Today 27, 885 -892 clinical teaching Klimkewicz P. (2012) Nursing students and faculty perceptions of teaching behaviors. Doctoral Dissertation. Walden University USA revisited. Nurse effective clinical Martens M. , Duvivier R. van Dalen J. Verwijnene G. Scherpbier A. van der Vleuten C. (2009) Medical education 43 (2) 184 -191 Reilly B. M. (2007) Inconvenient truths about effective clinical teaching. Lancet 25, 750 -711 370 Aug Al Haqwi A. , van der Molen H. , Schmidt H. Magzoub M. (2010) determinants of effective clinical learning: a student and teacher perspective in Saudi Arabia. Education for Health: Change in Learning and Practice 23 (2) 14 p Helen Mulcahy 2017 20