Abstract
Talk given at a conference on Teaching Clinical Nursing organised by the Nursing Education Association in East London on September 1992.
Highlights
Clinical teaching is seen as an importantpartof nursing education, itreceives am azingly little attention from nurse-educators
It is easy enough to define clinical teaching in nursing as that teaching which goes on "at the bedside" or rather at the "patient-side” as M ellish (1982) calls it in this era of comprehensive training but this simple definition clarifies very little about this kind of teaching
What is the difference between classroom teaching and clinical teaching? Does the difference lie in where the teaching takes place, in the methods used or in the content of teaching? Are there things that can be taught in the classroom as well as the clinical setting and other things that can only be taught in the clinical setting? How can learning in this setting be facilitated?
Summary
Clinical teaching is seen as an importantpartof nursing education, itreceives am azingly little attention from nurse-educators. Living with ambiguity : the willingness to proceed based on a conclusion knowing that it is provisional When considering this very complex process, the question is "Where is the nursing student taught to problem-solve?" To some extent it can be taught in the classroom if this is the format of most class presentations and class tests. It has been shown thatinterpersonal skills such as empathy can be taught in the classroom through role play, modelling and feedback Using these skills effectively in the clinical situation is an application of theory to practice which might need more intervention from the tutor.
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