Guide for Clinical Teaching/Learning Study


The purpose of the Teaching/Learning Study is to provide the student the opportunity to research and analyze the teaching and learning process. The knowledge gained from this analysis will then be applied to develop an individualized, realistic teaching plan for a selected patient. The teaching plan that is developed by the student will be presented in an academic paper, as well as in an oral presentation. The paper will include the student’s summary of research and a care plan that is based on a knowledge deficit that has been identified. The oral presentation will be done in a clinical post-conference.

I. Research of Teaching and Learning Principles

In addition to your available textbooks, research widely by relying on current professional journals, as well as credible internet sources, and primary source books. Nursing literature is, of course, an appropriate resource, but Education literature is also a source of valuable information. Independent search of the literature is an important element of this assignment. A minimum of eight references should be cited. At least two of these references should be from professional nursing journals.(Journal References should be current, published within the last 5 years). To assist in your search of the available resources, there will be a library literacy class held early in the semester. The following website is also available. as a resource.
In narrative format, analyze and discuss in depth the teaching and learning theory and principles and concepts that you have researched in preparing for your teaching plan. These might include, but are not limited to:

Barriers to Learning Health Beliefs/Practices
Characteristics of Adult learners Instructional Methods
Change Theory Learning Styles
Cultural Variables Media Usage
Domains of Learning Motivation
Evaluation Strategies Readiness to Learn
Functional Literacy Teaching Materials
Teacher/Learner Relationship Behavioral Objectives
Goal Setting Teaching tools

II. Select a Patient

Select a patient you care for in the acute care clinical
setting who presents with a learning needs that you identify during your clinical day. Teaching opportunities are many and varied, so choosing a patient will be based on your preference. Do not hesitate to choose a patient who has a barrier or barriers to learning, as it is often these patients who most benefit from our teaching. Discuss your choice of patient, and teaching topic with your clinical instructor.

III. Assessment of the Learner

Component 1.

Complete the assessment pages that are part of your Patient Data Base and Care Plan. Highlight all assessment findings that you feel have an impact on the patient’s ability to learn.
This section can be completed on the Patient Data Base form.

Component 2.
As there is special emphasis on your patient as a learner, an expanded assessment with the additional inclusion of assessment findings that impact your patient’s abilities and barriers to learning is required. These include, but are not limited to:

Physical assessment (Vision, hearing, mobility, dexterity, level of consciousness, pain rating, ability to communicate)

Mental and Emotional Assessment (Readiness to learn, cognitive development, cognitive abilities, developmental level, motivation, learning style, language usage, intellectual function, memory, mood and affect, stressors, fatigue)

Socioeconomic Assessment (Educational level, economic concerns, literacy, support systems, significant others who will be included in teaching)

Cultural Assessment (Health Beliefs and practices, primary language, cultural norms, barriers)
This second component of the Assessment of the Learner should be done in narrative format.

IV. Identify Specific Learning Need

State your identified learning need as a Nursing Diagnosis, in 3 part format.
(i.e. Knowledge Deficit: Specify Learning Need r/t lack of previous experience, a.e.b patients inability to demonstrate procedure)
List any or all of the defining characteristics that led you to identify this learning need. (Narrow your stated diagnosis to a very specific aspect of the problem. For example, instead of trying to cover everything a newly diagnosed diabetic must learn, perhaps you might focus upon self-administration of insulin)

V. Teaching Plan

(Use separate Teaching Plan form)

Your plan should incorporate Teaching/Learning concepts that you
have identified in your research in part II. Give evidence as to how you have utilized your research to develop a teaching plan that is appropriate to your learner’s needs, as well as appropriate to the content to be taught. Integrate your knowledge of teaching and learning principals and demonstrate this integration to the reader. A major focus of this section is to demonstrate how you have individualized your patient teaching to the specific patient assessment findings and to the specific situation.

a. Objectives/Goals

Develop realistic, measureable short term objectives, and at least one long term objective. Be specific about time parameters for meeting outcomes.

b. Methodologies/Content

Identify specific content to be taught, teaching strategies to be used, materials and methods utilized.

-Identify how teaching methods are appropriately matched to the patient’s learning need and the patient’s optimal learning style.

-Remember, a combination of teaching methods improves the learner’s attentiveness and involvement.

– Identify a minimum of three T/L principles that you have utilized in the teaching plan you have constructed. Identify specifically how the principals directed your approach to teaching for your specific patient.

-Utilize teaching aids that have been devised by others, or develop your own. (Professional journals, Patient Education Departments, or the Internet are all good resources for acquiring teaching tools and information)These teaching aids should be submitted with your paper, and include them with your Oral Presentation.

-Content taught to your patient must be evidence-based, and the source should be referenced. A minimum of two resources should be cited to demonstrate evidence-based teaching content.

c. Evaluation

Discuss how you would evaluate the effectiveness of your teaching plan. If you were able to carry out your plan, describe your patient’s response to the teaching, and any revisions in your plan that may have been necessitated.
If your evaluation is theoretical, include alternate approaches that might be employed.

VI Oral Presentation
Present your teaching plan, including your methodology and goals, along with any teaching aids that you created or found, to your clinical group. This presentation should be 5 – 10 minutes, and should be concise
and organized.

























































































Sample Solution