Lisa Day Demonstrates how she prompts students’ clinical thinking. She uses silence to allow students to think and then gives thoughtful responses to their answers. Questioning is at the heart of creating clinical imagination and developing the student’s understanding of particular clinical situations. Open-ended questions, with no one right or wrong answer, reveal the student’s …
Sarah Shannon, who teaches clinical nursing ethics, provides real clinical cases that raise ethical issues and asks students what they would do in the situation. This case is compelling and involves the ethical demand of disclosing the error of starting resuscitation on a patient who has a DNR order, unbeknownst to the clinical staff in the radiology suite. This …
In all practice disciplines, e.g., nursing, medicine, law, teaching, etc, knowing theory and setting goals for interventions and so on is not enough. It will not ensure that one can actually carry out the plans or use the knowledge of what needs to happen in actual particular cases where patient and illness particularities often call …
Carol Thorn has students create a list of potential clinical problems from a patient assigned to one of her clinical students. The students are given the patient’s age and other demographics along with her current medical conditions, social circumstances and admitting diagnoses. The students are challenged to come up with potential problems that this patient …
This short video illustrates “situated coaching” for a new graduate nurse while providing direct, safe participation to create maximum clinical learning. By situated coaching, we mean teaching and experiential learning in actual clinical situations. The new graduate is coached to understand clinical implications as the situation unfolds. Learning directly from whole clinical situations has high impact on …