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A teaching guide for qualified nurses

J Campbell

    Nursing Standard (Royal College of Nursing (Great Britain) : 1987)
    |May 5, 1993
    PubMed
    Summary
    This summary is machine-generated.

    Qualified nurses spend more time teaching students, colleagues, patients, and the public. Adopting a nursing process approach can build confidence and improve clinical teaching skills for nurses.

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    Area of Science:

    • Nursing Education
    • Clinical Practice
    • Professional Development

    Background:

    • Qualified nurses increasingly dedicate time to teaching diverse groups.
    • Nurses possess inherent teaching skills but often lack confidence in applying them.
    • Clinical teaching is a vital component of nursing practice and professional growth.

    Purpose of the Study:

    • To explore the parallels between nursing process skills and effective clinical teaching.
    • To provide guidance for nurses to enhance their confidence and competence in teaching.
    • To advocate for the integration of a structured approach to nursing education within clinical settings.

    Main Methods:

    • The study adopts a nursing process framework to analyze clinical teaching.
    • It identifies transferable skills from nursing care to educational roles.

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  • Guidance is offered based on the application of this framework in practice.

    • Main Results:

    • Clinical nurses' existing skills align significantly with effective teaching methodologies.
    • A structured, process-oriented approach can bolster nurses' confidence in their teaching abilities.
    • The nursing process provides a practical model for enhancing clinical teaching.

    Conclusions:

    • Nurses can leverage their nursing process skills to excel in clinical teaching roles.
    • Confidence in teaching can be cultivated by recognizing and applying existing competencies.
    • Implementing a nursing process approach supports effective and confident nursing education in practice.