Academic journal article
By Howard-York, Lisa
Nursing Education Perspectives , Vol. 29, No. 4
Clinical Teaching Strategies in Nursing (2nd ed.) edited by Kathleen B. Gaberson PhD, RN, CNOR, ANEF, and Marilyn H. Oermann, PhD, RN, FMN, ANEF; New York: Springer Publishing, 2006; 308 pages, $50
From a directed discipline, nursing has evolved dramatically as a profession. Today's nurses hold advanced degrees and function as research scientists, autonomous practitioners, and authors, while still remaining responsible for basic bedside care. Nursing education must encompass all these aspects of the nurse's role. The task is formidable, especially in light of the nursing shortage and the shortage of competent nurse educators. Gone is the old adage, "See one, do one, teach one."
Clinical Teaching Strategies in Nursing seeks to address the many aspects of educating nursing students at the bedside. The novice educator is led through the initial identification of a personal and professional philosophy to areas including student evaluation and grading. Essential components of clinical teaching are outlined in the first chapter. Later chapters discuss preparation for clinical learning activities, ethical and legal issues, clinical simulation, and distance learning. Specific learning activities developed for clinical settings are presented, such as case studies and grand rounds.
Clinical evaluation is one of the most difficult and time-consuming roles of the nurse educator. The book highlights important principles of clinical evaluation and guides readers in the most effective processes of evaluation and grading. Norm and criterion-referenced clinical evaluation as well as formative and summative evaluations are discussed, and a sample clinical evaluation tool is provided for reference. …