Deck 10: Teaching and Learning Strategies for the Clinical Practice Setting

Question 1

Which of the following statements is a valid description of the clinical nursing instructor's actions in coaching individual students?

A) The instructor should negotiate goals with the student.
B) The instructor should determine the goals to be achieved by the student.
C) The student should take responsibility for identifying and setting goals.
D) The student should work with other group members in setting goals.
E) None of these.

Answer 1

A
The instructor should negotiate goals with the student. This ensures that performance expectations are clear and that the student's perspective is included in setting expectations.

Question 2

Mary is preparing to administer Albuterol via nebulizer to a 52 year-old woman with acute asthma complicated by bronchitis. The clinical nursing instructor asks a series of questions before Mary administers the medication. Which of the following is an example of Socratic questioning?

A) Why is this patient receiving this medication?
B) What is Albuterol's mechanism of action?
C) How will you know whether the nebulizer treatment is effective?
D) Is this patient familiar with the use of a nebulizer with this medication?
E) What are the side effects of this medication?

Answer 2

C
How will you know whether the nebulizer treatment is effective? The other options are questions that ask the student to regurgitate information rather than work with it to draw a conclusion.

Question 3

War stories are an effective means of teaching because such stories

A) are inherently entertaining
B) contain guidelines for future action
C) demonstrate the learning that can be derived from practice
D) all of these
E) only b and c

Answer 3

E
only b and c. The entertainment value of war stories, if any, does not contribute to the instructional process.

Question 4

It often is difficult for the clinical nursing instructor to observe a student's performance of a technical skill without taking over the task from the student. Yet it is essential to refrain from taking over for the student. Instead, the instructor can

A) offer words of encouragement to the student
B) prompt the student as to next steps in language the patient can understand
C) suggest that the student consult with the patient regarding how he prefers the procedure to be done
D) any of these
E) only a and b

Question 5

While the clinical nursing instructor should refrain from jumping in to complete a patient care activity for a student unless the patient's safety and well being are in danger of being compromised, she occasionally will need to act to ensure that patient needs are met while students are assigned to their care. One benefit to students of the instructor's actions is that

A) when combined with the student's activities, the instructor's actions model a complete professional performance
B) students are relieved of the need to set priorities since they can trust that the instructor will complete any care activities they can't complete
C) the student's relationship with the patient is enhanced and supported since the instructor makes certain that the patient's needs are met
D) students will be able to focus on what she is doing and forget about how the patient is feeling
E) there is no benefit to the instructor acting to meet patient needs

Question 6

Student learning in the clinical area should focus on

A) technical skill development involving a number of clinical procedures
B) higher-order intellectual skills such as application and analysis
C) higher-order intellectual skills such as comprehension and analysis
D) affective learning to develop an ethical system in relation to patient care
E) all of these

Question 7

Reflective practice helps students in developing critical thinking skills by

A) enabling them to recognize and appreciate the contextual elements of a patient care situation that were not noticed during direct care activities
B) reminding them of errors they made during the clinical work so that they can develop a plan to avoid these in the future
C) guiding them to think through a technical skill as a means of developing mastery
D) developing their ability to critically evaluate their own performance in relation to course objectives
E) capturing their emotional response to the clinical situation they just completed

Question 8

Critical thinking requires the student to access and transfer previously learned knowledge to a new situation. This process requires the student to

A) apply the nursing process to all nursing care situations, in particular, the assessment and evaluation stages
B) quickly develop a working hypothesis as to the patient's problem and then access the knowledge needed to deal with it
C) conduct an open-minded assessment of the situation, questioning assumptions and tolerating ambiguity before developing a hypothesis
D) critically evaluate the student's own reactions and responses to a patient care situation
E) evaluate the nursing care plan developed for the patient, focusing on the critical elements of the plan

Question 9

Affective learning in the clinical area tends to center on ethical issues reflecting one or more of the five core values characterizing the caring professional nurse. These core values include

A) human dignity, integrity, affinity, connection, and social justice
B) human dignity, integrity, autonomy, altruism, and social justice
C) human dignity, empathy, connection, altruism, and social justice
D) human caring, integrity, empathy, alliance, and social justice
E) human caring, integrity, autonomy, rapport, and social justice

Question 10

Helping students to learn to be caring professional nurses can be accomplished by

A) pointing out positive role models of professional caring and why these acts communicate caring
B) pointing out negative role models of professional caring and why these acts failed to communicate caring
C) the clinical nursing instructor's treatment of students in a way that communicates caring
D) encouraging students to imagine being in a situation similar to that of the patients they are working with to identify what would be a caring response to needs
E) all of these