Effective Teaching and Assessment Strategies for PHN Preceptors Dr Helen Mulcahy Sept 19 UCC Helen Mulcahy 2019

Objectives Why is clinical teaching by PHN preceptors important? What is being assessed? What are the available strategies? What is known to be effective? Helen Mulcahy 2017

The challenge To facilitate the transformation from novice student PHN to competent PHN practitioner Helen Mulcahy 2017

What is being Assessed by Preceptors ( ABA 2003) Student Centred Assessment Strategy Observable Behaviours Performances Decision Making processes Attitudes/ values Cultural beliefs Evidence Based Practice Helen Mulcahy 2017

Teaching and learning strategies Discussions Case studies Collaborating Writing Presenting Others ? __________________ From the very beginning with children! Helen Mulcahy 2017

Adult learning: Types of learning fall into three categories: Knowledge: -Specific facts, patterns, concepts Skills: -practical abilities, measured in speed,precision Attitudes: -realizing, feelings, values, motivation http://www.nwcphp.org/documents/training/Adult_Education_Toolkit.pdf Helen Mulcahy 2017

http://www.nwcphp.org/documents/training/Adult_Education_Toolkit.pdf Helen Mulcahy 2017

Adult Learners . . . 1. Are autonomous and self-directed. 2. Have a foundation of life experiences and knowledge. 3. Are goal-oriented. 4. Are relevancy-oriented. 5. Are practical. 6. Need to be shown respect. http://www.cdc.gov/healthyyouth/foodsafety/pdf/effective_teaching_strategies.pdf Helen Mulcahy 2017

Kolb diagrams updated May 2006   https://www.youtube.com/watch?v=ObQ2DheGOKA Helen Mulcahy 2017

The evidence Limited research on (Simple CINAHL search output =90 clinical teaching effectiveness) The constituents of effective clinical teaching remain inconclusive (Klimkewicz et al. 2012 ) Greater focus on undergraduate education Greater focus on educational setting Helen Mulcahy 2017

Effective clinical teaching Teacher knowledge Feedback and communication skills (Kelly 2007) Being objective and fair Showing genuine interest in patient care (Klimkewicz et al 2012) Demonstrable clinical competence Effective communication and collaborative skills (Girija et al 2012) Emotional intelligence (Allen et al 2012) Helen Mulcahy 2017

Student factors (self perceived) Acceptance by staff Student teacher ratios Peer support responding to student questions Not exposing student weaknesses in front of others Avoiding (putting students in) embarrassing positions in skill demonstration Enthusiasm in teachers Teaching ability and nursing competence (Kelly 2007, Martens et al. 2009) Helen Mulcahy 2017

Characteristics of Effective Clinical Teachers 3 “A’s,” Ability, Availability and Affability Clinical competence Non judgmental Role model Enthusiasm Feedback skills Availability Respectful of learners’ autonomy (Buchel & Edwards 2005) Helen Mulcahy 2017

Lessons from medicine Think out loud Activate the learner Listen smart Keep it simple Wear gloves Adapt enthusiastically Link learning to caring Kindle kindness (Reilly 2007) Helen Mulcahy 2017

Behaviours v. strategies Effective Strategies? Questioning Role modelling Providing guidance Evaluating performance Helen Mulcahy 2017

Kolb Experiential Approach Start-up - introduce the learning experience Experience - an activity, a case study, a participatory lecture, a small-group discussion, etc. Debrief - discuss the learning experience Unveil Concepts - take a broader view: what are the concepts and the principles that were learned? Execute - discuss application of the concepts and principles to everyday work and to the real world Helen Mulcahy 2017

http://www. practicaldoc http://www.practicaldoc.ca/teaching/practical-prof/teaching-nuts-bolts/key-features-of-great-clinical-teachers/ Helen Mulcahy 2017

Emotional intelligence What is Emotional Intelligence? Emotional intelligence (EI) refers to the ability to perceive, control and evaluate emotions. Some researchers suggest that emotional intelligence can be learned and strengthened, while others claim it is an inborn characteristic. http://psychology.about.com/od/personalitydevelopment/a/emotionalintell.htm https://www.youtube.com/watch?v=Y7m9eNoB3NU Helen Mulcahy 2017

Specific implications for practice Adequate preparation and reflection Clarify expectations of the teaching and learning triad (preceptor, student and HEI) Develop emotional intelligence Three themes – organisational issues, appropriate supervision and authentic experiences (Al Haqwi et al 2010) Helen Mulcahy 2017

References Allen D. ,Ploeg J. & Kaasalainen S. (2012). The relationship between emotional intelligence and clinical teaching effectiveness in Nursing faculty. Journal of Professional Nursing 28 (4) 231-240 Buchel, T.L. & Edwards, F.D. (2005) Characteristics of effective clinical teachers. Fam Med, 37(1), 30-5. Girija K.M. (2012) Effective clinical instructor – a step towards excellence in clinical teaching. Journal of Nurse Education 4 (1), 25-27 Kelly C. (2007) Student’s perceptions of effective clinical teaching revisited. Nurse Education Today 27, 885-892 Klimkewicz P. (2012) Nursing students and faculty perceptions of effective clinical teaching behaviors. Doctoral Dissertation. Walden University USA Martens M., Duvivier R. van Dalen J. Verwijnene G. Scherpbier A. van der Vleuten C. (2009) Medical education 43 (2) 184-191 Reilly B.M.(2007) Inconvenient truths about effective clinical teaching. Lancet 370 Aug 25, 750-711 Al Haqwi A., van der Molen H., Schmidt H. Magzoub M. (2010) determinants of effective clinical learning: a student and teacher perspective in Saudi Arabia. Education for Health: Change in Learning and Practice 23 (2) 14p Helen Mulcahy 2017