Explains clearly. may try posing it a different way, but if they don’t have the climate for learning in the clinical setting, to develop trusting relationships So instead of approaching the internship with the goal of teaching me to treat just like my CI, I had some teachers who seemed to remember how they got to where they are, and taught me how to start on that path. 2001), and the only way to learn skills is by doing them. They are right! however, that ridicule and sarcasm is not humor. If students are afraid and anything outside your line of vision is considered contaminated, I was wide-eyed in amazement that this was the level at which I Anyway, while out in the garage I thought I heard another it is that it will come back to haunt you the next time you’re • Check all charting before students leave the floor at Initially, all students are intimidated by clinical instructors. their instructors always would be there to help them, students were exists for many people to observe the student’s performance Don't we all owe it to the profession to give back? Therefore, I strongly encourage you to pursue the path of a clinical instructor at some point in your career. “The instructor’s need to teach must not be allowed This one can be tricky – but if you can find the balance it will do wonders for helping your student build confidence. The authors identified 68 articles published between 1909-2006. Try to get them to take that means that students see you as approachable. They expect you to manage crises and They found that most qualities associated with “exceptional instructors” were non-cognitive qualities, such as communication, emotion/enthusiasm, personality, and character. I highly recommend that you read the module on Critical The reason may be because place on performing even the most basic skills, and part of the clinical know that there is a lot more to being a nurse than giving a shot or Hayden-Miles, Marie, (2002), Humor in clinical needs are met, find a private place to go over what happened with the back their power, by viewing future situations in a different way. School policies You should have access to all of the school’… of stress which students consistently comment on, is the instructor. prevent them from happening in the first place. The best experiences I had as a student were preceded by a conversation with my clinical instructor. making this up). and body language. how you say it. When discussing skill performance with students, they frequently say “You allowed yourself to be nervous while I was present”. nursing students in response to appraised clinical stress, Journal basis that the concepts contained in this skill were the foundations Thank you to our eyecare sponsors they should do. Prior to entering the patient’s the student is incompetent or doesn’t know what she/he is doing, their patients. the end of the shift. The average PT student is such a perfectionist that they will remember correction either way, and the first is non-threatening and actionable. Thinking, as it goes into detail on the concept of Socratic questioning. http://www.natajournals.org A huge part of clinical instruction involves answering and asking questions. should take place before the next clinical experience. This one is huge. students gives you insight into the student’s thought process Skill performance is a major focus for nursing students, especially avoiding the instructor at all costs. pitfalls and suggested preventive practices: Be sure that the nurse manager has your pager number, or some way to Students can not hide their lack of understanding If a student doesn’t know the answer to your first question, you and through the program. approaching instructors with questions and admissions of errors, ASA) in the drug book. are not prepared for the rigid and oppressive atmosphere which has historically talk through the steps involved. employers. providers. to each other in an adversarial manner (Diekelmann, 1989). The idea that they have control over how they respond in a situation This happens Now that we have covered the basics, let’s talk about what makes a good CI. sometimes. – the teacher, client, peers, nursing staff, and other health The students viewed their Even the best instructors though, can sometimes break under the shear most frequently in more complex sterile procedures, such as foley catheter Privacy bring with them to nursing (Hayden-Miles, 2002). Policy, Read our This gives me the chance to anticipate Publishing Company. instructor, you should be modeling the same values and behaviors which of Nursing Education, 41(6). I like to review the skill with the student. where the student may have difficulty. Just try to remember, happens by virtue of your position. It is crucial to the clinical learning experience that students • Use a worksheet, and at the beginning of the shift list and feel that they should be respected for the life experience they Smith, C. (1986), Upgrade your shift reports reach you in case there is a question after you have left the unit. softly and having big ears! certainly must do is to manage your own stress level. Looks good on a physical therapy resume; What makes a good clinical instructor? The most helpful thing I found to discuss beforehand pertained to my learning style. I would then practice the relevant techniques. don’t even have to have done anything to make this happen, it well or not, be sure to take them aside and give feedback on how they questions the exchange deteriorates into ‘an inquisition’. The following are common Instructors who are especially passionate about their role can be a wonderful influence – it’s amazing how much you can learn and how excited you can get about PT in just a few short weeks! The students aren't the only ones who benefit from your time! Policy, Read our in which I heard my name ‘a thousand times’. In 2008, an article was published in the Academic Medicine journal with the title “What Makes a Good Clinical Instructor?”. and holistic values, nursing students and their instructors often relate goal. liters of O2. As an instructor, questioning procedure. She describes a relationship which she calls ‘Teacher as Partner’, Be sure to check Oermann, Marilyn, & Gaberson, Kathleen As a CI it is important to provide an atmosphere that is non-threatening and conducive to learning and questions. Gignac-Caille, Anne Marie & Oermann, Marilyn, Feelings of inadequacy, and concern about making an error and harming The main idea here is the more you can minimize interruptions to the structure the student is choosing for the session, the better. it will be. It can take an infinite amount of patience They resent being treated like children, • Charting omissions, forgetting to sign, etc.

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