GRADUATE SCHOOL OF NURSING

HOLY ANGEL UNIVERSITY

Master of Science in Nursing

GSCT – Clinical Teaching

I. VISION STATEMENT

The Graduate School envisions itself to be one of the centers of excellence in graduate education and
research in the Asia Pacific Region that will produce graduates who are role model catalysts for
countryside development in the fields of business, education, information technology, engineering, and
nursing.

II. MISSION STATEMENT

The Graduate School offers accessible quality graduate education and research experiences that
transform professionals into persons of conscience, competence and compassion.

III. CORE VALUES

The core values of the Graduate School are Christ-centeredness, integrity, excellence, community, and
societal responsibility.

IV. MSN PROGRAM EDUCATIONAL OBJECTIVES (PEOs)

The MSN graduates are expected to:

1. Utilize their understanding of the context of nursing practice in initiating actions or interventions and
in planning and evaluating programs and policies for specific work settings/foci: client care; nursing
education; nursing research; and nursing leadership, governance, and management;

2. Demonstrate critical thinking and effective communication in nursing practice: client care; nursing
education; nursing research; and nursing leadership, governance, and management;

3. Demonstrate leadership and competence in working with clients in addressing their health needs
and problems, and in collaborating with other members of the health team;

4. Integrate theories (both nursing and “borrowed”) and research findings in their performance of
different roles and functions related to client care; nursing education; nursing research; and nursing
leadership, governance, and management;

5. Practice nursing in accordance with professional standards, ethical principles and relevant laws
that affect client care; nursing education; nursing research; and nursing leadership, governance,
and management;

6. Conduct research that enhances the performance of functions related to client care; nursing
education; nursing leadership, governance, and management;

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 7. Maintain and enhance competence as professionals by continuously engaging in self-improvement
activities and participating in continuing professional development programs; and,

8. Initiate programs, projects, and activities for staff development.

VI. MSN STUDENT LEARNING OUTCOMES (SLOs)

An Angelite MSN student is able to demonstrate and master the ability to:

1. Listen, comprehend, speak, write and convey ideas clearly and effectively, in person and through
electronic media to all audiences (Communication);

2. Recognize different value systems, including his or her own (Value and Ethical Reasoning);

3. Appreciate the moral dimensions of his or her decisions and accept responsibility for them (Value
and Ethical Reasoning);

4. Use experience, knowledge, reason and belief to form carefully considered judgments (Critical
and Creative Thinking);

5. Determine what is wrong and how to fix it, working alone or in groups (Critical and Creative
Thinking);

6. Combine or synthesize existing ideas, images, or expertise in original ways and the experience of
thinking, reacting, and working in an imaginative way characterized by a high degree of innovation,
divergent thinking, and risk taking (Critical and Creative Thinking);

7. Act with an informed awareness of issues and participate in civic life through volunteer activities
and leadership (Civic and Global Learning);

8. Appreciate economic, social, and ecological connections that link the world‟s nations and people
(Civic and Global Learning);

9. Integrate theory and practice (Applied and Collaborative Learning);

10. Demonstrate and master the ability to elicit other views, mediate disagreements, and help reach
conclusions in group settings (Applied and Collaborative Learning);

11. Engage with the arts and draw meaning and value from artistic expression (Aesthetic
Engagement); and

12. Access, manage, integrate, evaluate, create, and communicate information purposefully,
knowledgeably, technically, and ethically (Information and Communication Technology
Literacy).

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VI. COURSE DESCRIPTION

The course deals with the intellectual, technical, and interpersonal expertise in nursing that deals with
education of others such as patients and their families, fellow staff nurses, and nursing students. It
aims to prepare professional nurses to assist patients to become independent in managing their own
health and to help fellow colleagues and future nurses to deliver the highest possible quality of health
care to those whom they serve.

VII. COURSE LEARNING OUTCOMES

At the end of the course, the students shall have:

1. Acquired the requisite skill of educating others utilizing frameworks, nursing process, evidenced
based practice and communicating skills in understanding teaching and learning for various
learners;

2. Applied teaching/learning process to develop appropriate and effective strategies for instructing
culturally diverse group of learners;

3. Shown appreciation of the role of the nurse educator as a guide and facilitator of learning;

4. Demonstrated awareness and used of selected teaching/learning theories and their application to
nursing, nursing practice, patient education, and staff development;

5. Developed and implemented teaching plan for client integrating evidenced based results;

6. Devised a staff developmental plan in a nursing unit using principles and theories of teaching and
learning;

7. Evaluated teaching strategies using appropriate models and methods.

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VIII. COURSE CONTENT

Week Expected Outcomes Course Content Teaching-Learning Activities Evaluation

1 At the end of the session the Foundations of Clinical Teaching 1. Discussion and sharing of 1. Question and
students will be able to: a. Education in health care personal experiences, perceptions Answer
1. Appreciate the evolution of b. Roles of educator and “stories.” 2. On-class Student
education in healthcare c. Contextual Factors Affecting 2. Research in the Library Reactions
2. Understand relevance of Clinical Teaching 3. Assignment 1: Paper:
teaching and learning in d. Outcomes of Clinical Philosophy of Teaching and
dealing with patients, Teaching Learning
families, fellow staff nurses e. Developing Clinical Learning 4. Readings:
and nursing students. Sites -Ramani, S. & Leinster, S. (2008).
3. Differentiate education f. Preparing for Clinical AMEE Guide no. 34: Teaching in
process from nursing Learning Activities the clinical environment. Medical
process as a tool for g. Process of Clinical Teaching Teacher, 30: 347-364. DOI:
teaching and learning. h. Ethical and Legal Issues in 10.1080/01421590802061613
4. Cite ethical and legal Clinical Teaching -Schwenk, T. (2016). CRLT
principles that are involved Occasional Paper 1: Clinical
in patient education. Teaching. University of Michigan.
Retrieved from
http://www.crlt.umich.edu/print/561
2 At the end of the session the The Learner – Lumba & 1. Oral Presentation and Discussion 1. Question and
students will be able to: Limsingian 2. Assignment 2: Literature Review: Answer
1. Realize one's own teaching a. Characteristics of the Learner Current Clinical Teaching 2. On-class Student
and learning strategies (Young, Adult and Special Approaches in Nursing Reactions
2. Determine how to select an Population) 3. *Evaluation of
appropriate clinical teaching b. Determinants of Learning Learning on Week
model - Readiness 5 – Actual Conduct
- Learning Style of Clinical
- Compliance, Motivation, Teaching
Health Behavior
- Locus of Control

Related Theories/ Models in

Health Teaching – Blessing &

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 Lana
a. Pedagogy and Andragogy
b. AACN’s Synergy Model of
Nursing Education
c. Roger’s Unitary Person Model
d. Newman’s Model of Health
e. Watson’s Theory of Human
Caring
f. Health Belief Model

Models of Clinical Teaching –

Pagcu & Sagabaen
a. Traditional Model
b. Preceptor Model
c. Partnership Model
d. Clinical Scholar Model
3 At the end of the session the Strategies for Effective Clinical 1. Oral Presentation and 1. Question and
students will be able to: Teaching - Blessing & Lana Discussion Answer
1. Connect the teaching- a. Crafting Clinical Learning 2. Drill/ Exercise on Developing 2. On-class Student
learning process in Assignments Instructional Design Reactions
developing appropriate and b. Self-Directed Learning 3. Group Planning on Teaching 3. Assignment 3:
effective strategies for Activities Plan Create a Teaching
instructing diverse groups of c. Clinical Simulation Guide
learners. d. Pedagogical Technologies
2. Recognize the role of the
nurse educator as a guide Pagcu & Sagabaen
and facilitator of learning e. Case Method, Case Study
and Grand Rounds
f. Discussion and Clinical
Conference
g. Using Preceptors as Clinical
Teachers and Coaches
h. New Creative Strategies

Lumba & Limsingian

Instructional Design

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 a. Use of Behavioral Objectives
Taxonomy
b. Principles and Components
c. Selection of Instructional
Materials and Methods

Organizing the Teaching Plan

a. Priorities
b. Content
c. Resources
d. Preparations
4 At the end of the session the Measurement of Learning 1. Oral Presentation and Discussion 1. Question and
students will be able to: Lumba & Limsingian (with presentation of sample tools) Answer
1. Determine appropriate a. Assessment of Learning 2. Group discussions to finalize 2. On-class Student
methods in measuring (i.e. Needs Teaching Plan Reactions
assessing or evaluating) b. Written Assignments 3. Posting/ Distribution of Teaching 3. Assignment 4:
learning, including its - Concept Map, Concept Guide Critic on Teaching
barriers, and the strength of Analysis Paper, Short Guides
evidence per method. Written Assignments,
Nursing Care Plan, Case
Study, EBP Paper,
Teaching Plan, Clinical
Journals, Portfolio, etc.
- Scoring and Grading
c. Clinical Evaluation and
Grading- Blessing Festus &
Lana
- Clinical Evaluation vs
Grading
- Norm-referenced and
Criterion-referenced
clinical evaluation
- Formative and
summative
- Fairness in Clinical
Evaluation

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 - Feedback in Clinical
Evaluation

Pagcu & Sagabaen

- Clinical Evaluation
Methods
(Observation, Checklist,
Rating Scale,
Simulations,
Standardized Patients,
Objective Structured
Clinical Examination
(OSCE), Media Clips,
Written Assignments,
Group Projects,
Conference, Self-
Assessment)
- Grading Clinical Practice
5 At the end of the session the Actual Conduct of Clinical 1. Submission of Teaching Plan Evaluation of actual
students will be able to: Teaching 2. Implementation of Teaching Plan clinical teaching
and conduct an actual clinical compared with the
Gain an understanding of clinical teaching teaching plan.
teaching and learning in other
health care disciplines

critically examine clinical

teaching and learning in one's
practice environment

1. Assignment 1 - Paper: Philosophy of Teaching and Learning (individual requirement; 20 pts)

- The student will be asked to describe his/her own philosophy of teaching and learning, which should include an inventory of learning events that have
been useful and not useful. Thinking will be framed from any prior reading on philosophies of patient education, teaching perspectives or frameworks of
educating with the health professions that the student have found useful. The student may share personal experiences, perceptions and “stories.”

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 Maximum of 3 pages. Format- Arial 11, Single Spaced, Short-sized paper. Paper will be graded based on clarity, organization, originality, style and
overall impact of the student’s writing.

2. Assignment 2 - Literature Review: Clinical Teaching Approaches (individual requirement; 30 pts)

- The student will be asked to conduct and write a literature review of the current clinical teaching approaches in Nursing. This should include the expected
outcomes (backed up by research) in each teaching approach.

3. Assignment 3 – Create a Teaching Guide (group requirement; 40 pts)

- Students will work in group(s) for this assignment. They will be asked to create a teaching guide or unique resource for a new educator in their
organization/institution. As a group, they should extend insights that they gained by exchanging literature reviews, reading course materials, and sharing
ideas through group discussions to make a practical and user-friendly guide or unique clinical teaching resource for use in an identified reference/ target
workplace. Furthermore, learning activities that will be included in the teaching guide need to be articulated in clear directions that would enable readers
to apply the ideas easily. Complete references should be placed as appendix to the material. The Teaching Guide will be shared to the class by being
posted in an agreed upon online platform or distributed as a print-out material.

4. Assignment 4 – Critic on Teaching Guides (individual requirement; 10 points per critic)

- Each student should constructively critic and respond to at least two teaching guides. Response will be in short paragraphs only and should contain:
(1) comment on any new learning that the teaching guides provided, and (2) recommendation for improvement.

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 IX. RUBRIC ON EVALUATING STUDENT’S ACTUAL CLINICAL TEACHING

Baseline Clinical Teacher Emerging Clinical Teacher

Criteria Developing Clinical Teacher (3 pts)
(1 pt) (2 pts)
Content knowledge and Demonstrates knowledge of the  Evidence of Commitment  Evidence of Commitment
language appropriate content, learning outcomes -well prepared to guide students to a -Stays current on new content and
and patient care/ clinical language as deeper understanding of content incorporates it into lessons
related to the selected subject area.  Evidence of Practice Instruction  Evidence of Practice Instruction
-reflects accuracy of content knowledge -indicates an appreciation of the
complexity and ever evolving
nature of the content
Learner engagement in the Is knowledgeable of different strategies  Evidence of Practice  Evidence of Practice
subject matter that result in increased levels of learner -Use various engagement strategies to -Uses engagement strategies to
engagement maintain learner interest increase learners’ levels of interest
 Evidence of Impact and activity
-Learners are interested and engaged  Evidence of Impact
in the content -Learner’s engagement causes
content knowledge to advance
Learner engagement in critical Demonstrates knowledge of various types  Evidence of Practice  Evidence of Practice
thinking of instructional strategies and resources -Demonstrates use of various types of -Assesses learner’s growth to
that result in enhanced critical thinking instructional strategies and appropriate determine learner’s use of critical
skills in learners resources for critical thinking thinking and problem solving skills
 Evidence of Impact  Evidence of Impact
-Learners are engaged in active -There is growth in learners’
learning that promotes the learning and use of critical thinking
development of critical thinking and and problem-solving skills
problem solving skills
Classroom management knowledgeable about various strategies  Evidence of Practice  Evidence of Practice
techniques and techniques for managing learner -Engages in techniques to manage -Techniques address misbehavior
behavior behavior in the class setting promptly and positively allowing
 Evidence of Impact instruction to continue
-Any learner misbehavior is addressed  Evidence of Impact
-Learner misbehavior is addressed
promptly and positively allowing
instruction to continue
Management of time, space, Has an understanding of the importance  Evidence of Practice  Evidence of Practice

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transitions, and activities of managing time, space, transitions, and -Demonstrates a basic understanding of -Maintains learner engagement by
activities to enhance learning the value of managing time, space, effectively managing time, space,
transitions, and activities to increase transitions, and activities
learner engagement and self-direction  Evidence of Impact
 Evidence of Impact -Leaners are engaged and respond
Learners are generally engaged and to the teacher’s effective
somewhat responsive to the teacher’s management of time, space,
class management strategies transitions, and activities
Verbal, nonverbal Is aware of the importance and can  Evidence of Commitment  Evidence of Commitment
communication demonstrate effective verbal and -Non-verbal communication (written, -Written and electronic
nonverbal communication electronic, etc.) is basically effective communication is effective and
and correct correct
 Evidence of Practice  Evidence of Practice
-Demonstrates a basic level of effective -Communication is grammatically
verbal and non-verbal communication correct and effective in a variety of
different ways: spoken, written,
presentations, etc
Effective use of assessments Is knowledgeable of various types of  Evidence of Commitment  Evidence of Commitment
formal and informal assessments and the -Lesson design includes formal and -Lesson design includes multiple
importance of their use informal assessments assessment modes and
 Evidence of Practice approaches
-Creates and demonstrates the use of  Evidence of Practice
formal and informal learner -Demonstrates effective use of a
assessments which address specific variety of formal and informal
learning goals and modifications assessments to provide data about
student status and progress before,
during and after instruction
Total Score

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X. SUMMATIVE EVALUATION GUIDE

Active Class Participation and Attendance – 10%

Oral Presentations/Reports – 20%
Assignments – 30%
Submission and Implementation of Teaching Plan (Actual Conduct of Teaching) – 30%
Final Exam – 10%

XI. REFERENCES

Bastable, S. B. (2014).Nurse as educator, principles of teaching and learning for nursing practice
(4th ed.). Sudbury, MA: Jones & Bartlett Learning.

Gaberson, K., Oermann, M. & Shellenbarger, T. (2015). Clinical teaching strategies in Nursing.
(4th ed.). New York: Springer Publishing Company.

Melrose, S., Park, C. & Perry, B. (2015). Creative clinical teaching in the health professions.
(Version 2.0). Retrieved from http://epub-fhd.athabascau.ca/clinical-teaching/

Miller, M. A., & Stoeckel, P. R. (2015). Client education: Theory and practice (2nd ed.). Sudbury,
MA: Jones & Bartlett Learning.

O’Connor A. B. (2014). Clinical instruction and evaluation, a teaching resource. Sudbury, MA:
Jones & Bartlett Learning.

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