This course is premised on the understanding that effective clinical teaching and learning can transform practice and practice environments. It explores theories relevant to adult learning, models of clinical teaching, how the clinical organisation influences teaching and learning, and contemporary approaches for improving clinical teaching. Students will be provided with opportunities to integrate their developing knowledge and skills into their own clinical practice and to reflect on and learn from this experience.
Availability2021 Course Timetables
- Trimester 2 - 2021
- Trimester 2 - 2021
On successful completion of the course students will be able to:
1. Discuss creating a learning community in the clinical context
2. Recognise different learning styles
3. Discuss and apply adult learning theories to the role of clinical teaching
4. Examine the issue of teaching and learning in terms of nurses'/midwives' responsibilities for ongoing professional education of themselves and others
5. Discuss the implications of information and communication technology on clinical teaching and learning
6. Describe teaching and learning associated with using clinical simulation in the clinical context
7. Explain why feedback and evaluation are important and appropriate strategies for these components of clinical teaching
8. Discuss strategies to use when teaching people from diverse cultures
9. Discuss challenges to effective clinical teaching and learning and how they can be overcome
10. Discuss mentoring, preceptoring and clinical supervision and how they contribute to teaching and learning in the clinical context
11. Develop a teaching philosophy
- Teaching and learning in the clinical environment
- Learning styles
- Adult learning theories
- Develop learning outcomes and objectives
- Continuing professional development
- Information and communication technology for teaching and learning
- Clinical simulation
- Providing feedback and conducting evaluation
- Teaching health professionals from diverse cultural backgrounds
- Challenges to effective clinical teaching
- Mentoring, preceptoring and clinical supervision
- Teaching philosophy
Foundations of nursing/midwifery knowledge, nursing/midwifery theory, legal and ethical issues, fundamentals of research, human bioscience, psychology, sociology related to practice. Principles of investigative approaches in nursing/midwifery, concepts and theories relevant to practice, contemporary nursing or midwifery issues. Academic reading and writing skills, ability to access and evaluate information from a variety of sources, skills in critical analysis, critical judgement, synthesis and evaluation. Ability to conceptualise practice. Meets Nursing and Midwifery Board of Australia Standards for Practice.
Online Learning Activity: Discussion and Participation *
Written Assignment: Clinical Teaching Plan *
Report: Clinical Teaching Report *
* This assessment has a compulsory requirement.
In order to pass this course, each student must complete ALL of the following compulsory requirements:
Course Assessment Requirements:
- Report: Attempt / Submission Requirement - Students must attempt/submit this assessment item to pass the course.
- Written Assignment: Attempt / Submission Requirement - Students must attempt/submit this assessment item to pass the course.
- Online Learning Activity: Attempt / Submission Requirement - Students must attempt/submit this assessment item to pass the course.
Face to Face On Campus 2 hour(s) per Week for Full Term
For this course, teaching contact involves 2 hours per week or a total of 24 per term. Further to this, it is expected that students will engage in 8 hours each week undertaking non-contact learning activities.
Online 2 hour(s) per Week for Full Term starting in week 2
Self-Directed 8 hour(s) per Week for Full Term starting in week 1
The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.