The Art of Asking Open-Ended Questions, Allowing ‘Think Time’ & Providing Thoughtful Responses with Lisa Day

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 …

Using Real Unfolding Clinical Cases to Trigger Classroom Discussion with Sarah Shannon

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.  The case featured here 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 …

Clarifying and Exemplifying Distinctions between “Knowing That” and “Knowing How and When” with Linda Brown

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 …

Situated Coaching with Preceptor Alyssa Boldt

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 …