Educator's perceptions of factors that impact on teaching and learning clinical skills
Nursing students learn clinical skills on a daily basis with a variety of methods utilised to assist in them understanding practice. Information for this presentation is derived from a study involving nursing educators and examines various methods and factors they believe can affect not only the delivery of education, but the performance of students. Beginner students are often taught in a behaviourist manner where they can concentrate on a procedure without needing to give much thought into the effect that the procedure might have on the patient. Once students feel more confident in performing a skill, a more immersive approach can be considered where a simulated situation reflects the real world and clinical reasoning is required. If the fidelity of the situation is too high for the beginner, the experience can be detrimental causing an inability to learn and loss of confidence (Noble 2002). This presentation will report progress to date in a qualitative study exploring various approaches used in clinical skill laboratories and simulation in nursing education. The aim of this research is to investigate the different methods used to assist students in learning nursing practice and will be of interest to people in involved in the delivery of curricula in educational and clinical environments.
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