Creative Clinical Teaching In The Health Professions
Sherri Melrose, Athabasca University
Caroline Park, Athabasca University
Beth Perry, Athabasca University
Pub Date: 2015
Conditions of Use
Each chapter covered the topic of the chapter at an appropriate depth for a textbook on Creative Clinical Teaching. For instance the first chapter read more
Each chapter covered the topic of the chapter at an appropriate depth for a textbook on Creative Clinical Teaching. For instance the first chapter provided a reasonable synopsis of education theories and how these could be applied to clinical teaching. Each chapter covered the topic of the chapter in a similar manner. For a book with the title of “in The Health Professions” did not adequately demonstrate the comprehensiveness suggested in the title. When the book moved through a summary of basic findings in a variety of health professions it failed to describe findings in the respiratory care profession although in a subsequent chapter 6 findings by Rye regarding respiratory care were mentioned. In the chapter on the clinical preceptor the book failed to discuss training and infrastructure needed to provide inter-rater reliability. A recognition of the value of “discipline specific pedagogies see (Ironside, P. New Pedagogies for Teaching Thinking: The Lived Experiences of Students and Teachers Enacting Narrative Pedagogies) seems appropriate for a book that involves a variety of Health Professions for which each should be developing discipline specific pedagogies.
The selection of content appears to be a basic report of published research regarding the subject of each chapter. As such their does not appear to be a biased way that the material was selected.
The book is relevant to each health profession. Just as it is important to treat each student as an individual a recognition of the appropriateness of discipline specific pedagogies and some examples would make the book more relevant.
Given the topic of the book I believe that the authors presented the subjects in as clear of a manner as possible.
To not list examples from respiratory care in an early chapter and then to mention the profession in chapter 6 did not seem consistent. Otherwise the text is consistent.
The text was divided into appropriate modules and these modules were of appropriate depth and length.
The text is well organized into the various chapters. The sequence of topics represents appropriate scaffolding. Basic theory and philosophies are introduced followed by matters of application with examples.
The on-line interface was easy to enter, the text was legible with illustrative boxes with appealing background coloration. The links that I sampled were current and fully operational.
Several chapters had an incidental either grammatical error or spelling error. The following are examples: In Chapter 1: In Creative Strategies “Once you and your and students . . . “ In Chapter 4: “Do slowly, think aloud . . . role modeling My deliberately slow down their actions . . . “ “students are asked write a paper . . .” In Chapter 6: “Evaluation rates judgments about value or worthiness in relation an objective . . .” In Chapter 7: In the creative strategies box instill is spelled as “instil” So overall the grammar and spelling is 99% fine, but these individual examples do distract one from the content of the writing.
The book does not present any language that should trigger a cultural distraction or reaction to the content.
I would like to thank the authors for creating this textbook and sharing it in this way.
The text covers major areas instruction and evaluation in clinical health education. Although the text attempts to be comprehensive in covering a read more
The text covers major areas instruction and evaluation in clinical health education. Although the text attempts to be comprehensive in covering a variety of healthcare disciplines, the authors area of expertise is clinical nursing education. Most concepts are interchangeable but detail is missing when addressing professions other than nursing.
The text uses quality references throughout to ensure legitimacy and accuracy of concepts. It does, however, have some minor grammatical errors and could use some additional editorial review.
The text is relevant and should have longevity with only minor modifications needed in future editions. Some of the pedagogical ideas and theories may need to change as new theories are developed.
Terminology is clear and effectively defined throughout the text. However, it does have some minor syntax errors and could use some additional editorial review.
The text is consistent in terms of terminology and framework throughout.
The text can easily be broken into stand-alone sections and reorganized as needed.
The text organization is good and topics flow logically and effectively from chapter to chapter.
The text does not have any significant interface problems that would negatively impact the reader's experience. Some of the inset informational boxes are split however.
The text does contain a few minor grammatical errors.
The text is culturally appropriate.
The book is not actually a text but rather an instructor's guide. It would be useful for clinical education coordinators or preceptors but it is not designed for healthcare students. The book could be useful as part of a preceptor training program.
Overall, the text is comprehensive. read more
Overall, the text is comprehensive.
Overall, the accuracy of information is appropriate and unbiased.
The book is very relevant. Updating is needed related to technology for longevity and current usefulness.
The book is well written and organized. The information is clear and provides an adequate context for the topics discussed.
Overall, the consistency is appropriate.
The chapters are divided into appropriate sections. However, the sections do not always directly link specifically to clinical education in all healthcare disciplines.
The textbook is well designed.
Overall, the text is free of significant interface issues. One link related to Carolina's Healthcare System's simulation webpage is no longer active. The use of the blocks for "Creative Strategies" and "From the Field" were excellent additions providing application to readers. The design was easy to read and navigate in an online format.
Only a few minor errors were noted related to grammar and capitalization.
Overall, the text is culturally relevant. An addition of an inter-generational table identifying strengths and challenges for learners and educators would be a nice addition to the text. Diversity in the clinical setting could be addressed in more depth and breadth.
Overall, the book is a good resource for novice educators specifically students enrolled in Master of Science in Nursing programs with concentrations in nursing education. A variety of clinical teaching methods are examined. However, the text uses mostly nursing specific references and does not clearly address all health professions in depth, as reflected in the title of the text. There is a lack of interprofessional focus and many of the references could be updated. Some areas of content are outdated such as the technology section and the mnemonics that referred to ABC's of resuscitation. The mnemonic was changed to CBA in 2010. Additionally, the debriefing section for simulation would be enhanced by including Tanner's (2006) Clinical Judgment Model. Many of the resources provided are useful and I will be implementing several creative strategy activities into my current courses. I will be adopting sections of the books across our nurse educator courses to supplement other learning activities.
I decided to review this book as part of my involvement with teaching Physiology and Pharmacology on the Allied Health Physician Associates programme read more
I decided to review this book as part of my involvement with teaching Physiology and Pharmacology on the Allied Health Physician Associates programme in recent years (and also on Medical and Dental Programs previously). I therefore began to research new ways of integrating basic science concepts into clinical education-practice settings, in order to provide a knowledge continuum. Often, Allied Health students find that basic science and clinical science is taught from very different perspectives leaving the learner confused or disconnected. Thus, I was drawn to this book for its comprehensiveness in providing a lucid, simple, creative and practical guide to teaching and learning stratagems. The authors have done a splendid job of providing tried and tested examples for keeping students engaged in collaborative and progressive teaching and learning experiences, which could quite successfully be incorporated into the learners' professional competencies. This book has encouraged me to reassess my own teaching philosophy and has given me renewed confidence to apply new integrated teaching methodologies to courses I teach on. Although the book is mainly intended as a toolkit for nursing educators, I aim to draw on elements of this book to apply to other teaching programmes across the Faculty i.e. Applied Science programmes.
The content is well resourced with several usable links to websites that were accessible with a single click. A few links had either moved or were no longer available e.g. Reid and Raleigh (2013). However, this does happen occasionally, when the domain is made unavailable by the host institution. Therefore, it is beyond the control of the authors per se. However, links can easily be updated in future editions or more relevant links added. Errors were not detected in the initial reading of the seven chapters. The book is written for the nursing educators by experienced registered nursing practitioners and therefore the question of bias is not relevant. As the book is under creative common licence, it can be used freely by other professions who wish to adapt the teaching and learning strategies presented.
The book will be highly relevant in years to come as the teaching philosophies are founded on sound evidence based principles. These can only evolve into more sophisticated ways of teaching to benefit different professions. Some of the newer content being developed i.e. technology enhanced learning using "Second Life" is a more recent concept which will certainly gain wider acceptance within education in the future. Therefore, as educators experiment with these old and new teaching techniques, it will be easy to implement and update content.
As mentioned before, the text in written in an unambiguous manner, which is easy to read and comprehend. The transition from one chapter to the next was smooth and seamless, maintaining flow and coherence.
Yes, the consistency in terminology was maintained throughout the book.
Each chapter was self-contained with appropriate references and bibliography. The use of case studies and/or examples and suggested templates in separate boxes was a useful way of dividing the textual content into smaller units. This enhanced the presentation of the material and drew immediate attention to the information contained within. This made it helpful for the reader to cherry pick sections of the book to focus on.
This book is concise with a clear index of contents. The comments in the preceding sections are also relevant to this section and therefore, need to be read in conjunction with this part of the review. Overall, the book is an invaluable reference guide for all educators interested in viewing students as active collaborators in the processes of learning, assessing and evaluating. The book provides self-help for any instructor wishing to try new teaching and learning strategies.
The book was easy to navigate in pdf, online or kindle versions. I did not find the updates in 2016 easy to access, but perhaps I did not try hard enough!
No evidence of obvious grammatical errors was found in the seven chapters reviewed.
The book had no images, so this does not raise issues of cultural insensitivities. The content of the book was organised in a general descriptive manner and once again did not raise any cultural issues. In my view, this is a neutral way of presenting information and perfectly acceptable, in the context of the information contained within.
Thank you for sharing such an excellent resource.
The text covers many practical ideas in clinical teaching components. The title page is clear and effective for getting helping the reader read more
The text covers many practical ideas in clinical teaching components. The title page is clear and effective for getting helping the reader understand where to look for information. There is no glossary, but I'm not sure that it is needed for this book as it is shorter and the title page is clear.
Content seems accurate and uses many sources to back up the comments. There are links to information and tools for instructors to use. There were some errors in text and capitalization, which makes it seem slightly less trustworthy despite the fact that the errors were small.
I believe that this book is very relevant and should stay that way for some time. I found it very useful for my teaching and made notes on things I will use in the coming years of teaching.
Book is clear and easy to read. I like the quote at the beginning of the chapter and the summary at the end. The summary is very good and reinforces what was discussed in the chapter. Book is fun to read and useful at the same time.
I didn't notice any lack of consistency when reading the book. I liked the way the chapters were broken up into sections with clear headings.
This book is well organized into sections that could be read based on what the learning wanted to focus on (e.g. technology, preceptors, evaluation). Could easy be broken down and read based on what the reader wanted to learn about.
I think overall this was fine, but found it a bit of an abrupt way to end with preceptor ship.
I liked the blue boxes. I thought it was a bit strange that every other page shifted in and out of indentation.
I found grammatical errors (capitalization problems, run on sentences) on pages 48, 53 and 62.
There is some reference to ELL, but not much. This could be further developed in the text and could even be its own chapter based on the amount of diversity in the learner. The chapter on learners does a good job explaining all the ways in which learners are varied (not just race, but age, mental health and emotional health). I found this useful. I think there could be more about diverse learners weaved into the other chapter. I also think that the book was written for white readers.
I found this book very useful and liked that there were tools that could be used right away (such as questionnaires for students and clinical scavenger hunts). Examples were good and relevant. I think the book was clear and concise and easy to read.
This text covers the subject matter appropriately. It covers a wide range of applicable topics while also providing a deep dive into the concept of read more
This text covers the subject matter appropriately. It covers a wide range of applicable topics while also providing a deep dive into the concept of clinical education. I did not note an index or glossary, but I may have been looking in the wrong place.
I did not note any inaccuracies in the text.
This text really shines in the area of relevance. It is highly practical and provides current references and resources that will assist the reader with implementing suggestions. It also includes coverage of modern educational theories and information about generational differences that are applicable to adult learners.
It is written in somewhat of a conversational style which works well for the topic and content of the text. Terminology would be best understood by people who teach in the health professions.
The style is consistent throughout. The educational frameworks discussed are also consistently applied.
The content is broken up into chapters with appropriate paragraph divisions and headings. Boxes are used to highlight suggestions for specific strategies and case examples. I found it easy to read and follow.
I found it to flow well. It starts with a bigger picture, theoretical framework and becomes more specific throughout the text.
I did not notice any problems with the interface.
I noted that they used the word "practicums" instead of the correct term "practica". I believe the authors are Canadian, and there are some words and terms that are specific to Canadian English, but they did not detract from my understanding of the material.
The main cultural focus was on generational groups and their differences in terms of learning styles and adult educational methods. I found the descriptions respectful and appropriate. I did not see any reference to gender or ethnicity or socioeconomic background. These may not be relevant to the topic.
I found this to be an engaging and useful text. It discussed topics that are very important in the field of clinical education in the health professions but that are rarely discussed clearly, let alone in an entire book. Practical examples and case studies were provided, and these were helpful to my comprehension of the material. The book has a fairly narrow audience, but for those to whom it is relevant, it could be very useful.
This book covers all areas of clinical instruction for adult learners in health professions, with a heavy emphasis on nursing education. Useful read more
This book covers all areas of clinical instruction for adult learners in health professions, with a heavy emphasis on nursing education. Useful From the Field examples, activities and tools provided with practical creative teaching strategies throughout. Complete and comprehensive for clinical nursing instructors or preceptors.
I found no typographical errors. Accurate information.
The authors provide just enough detail on teaching and learning theories and concepts related to adult learners as a foundation as well as useful information on the clinical learning environment. Information on simulation and other technology enhanced clinical education is current but will require frequent updates as technology continues to advance. An extremely relevant book for any new or seasoned clinical educator teaching and evaluating nursing students.
Well written, clear and easy to understand. Perfect for even the novice clinical teacher.
Clear and consistent terminology and language throughout the textbook. There is no index provided, but clear table of contents and references.
Chapters for individual topics make it easy to locate and use just the chapters you need. Easy to find boxes with Creative Strategies and From the Field examples.
Flows well with major concepts in a logical order and well defined. Content well organized within each chapter.
PDF version of book worked well and online format was easy to read and navigate.
No grammar or spelling errors noted.
The book is free of race, class, gender or other bias and provides broad and varied examples of strategies appropriate for a teaching students with diverse generational backgrounds as well as emotional and learning diversities.
This text provides clear information and excellent field examples of creative teaching strategies appropriate for the clinical environment. I appreciate the practical examples from experienced educators, and highly recommend this book for all new clinical educators and preceptors teaching nursing. Even experienced clinical teachers will enjoy this text and learn new ideas.
Based on the title, the textbook sticks to the topic of clinical teaching. However, the "Health Professions" aspect is limited. It is clear read more
Based on the title, the textbook sticks to the topic of clinical teaching. However, the "Health Professions" aspect is limited. It is clear throughout the book that nursing is the primary area of focus. Other human health professions/disciplines are mentioned, usually at the beginning of a chapter or section (with references), in an attempt to be broad in scope. However, the focus quickly returns to nursing. Veterinary medicine is completely ignored. The on-line table of contents easily allows selection of a chapter or section within a chapter but the PDF version does not have the sections listed at all. No glossary or index is in either version of the text Hyperlinking references within the body of the text directly to the reference in the reference section would be extremely helpful.
Te concepts and information is presented in an accurate and objective manner.
Many references cited are within the last 15 years; those that are older are necessary and provide background to current thinking. Clinical instructional settings are changing and will continue to change - as pointed out in the section on simulations. Thus, it will be necessary to keep abreast of these changes and incorporate them as they occur. This should be easily accomplished within the structure of the book itself.
The text is easy to read. Terms are adequately defined/explained and used in context. However, there are many areas of nothing but text. Illustrations would be helpful to break these up. The From the Field and Creative Strategies boxes are quite useful in providing examples or activities. Particularly useful were the Philosophy of Adult Education Inventory and the Teaching Perspective Inventory.
All the chapters follow the same format, as do the Creative Strategies and From the Field boxes.
The division of the material within the chapters and sections makes sense. However, the order of the text would need to be followed or the flow would not make sense. Given the specialized nature of this topic, I do not think that detracts at all from the books usefulness.
The organization makes sense, and the structure is consistent throughout.
I had no issues with display. All links I tried were active (although I did not click on every one). The biggest issue is the sections that are listed in the online table of contents are missing in the PDF version.
There were no major problems with grammar in the book. Nor were there misspellings evident.
Specific examples were too general in nature to address cultural relevance; however, the authors did make the point on several occasions that cultural background and personal experiences can heavily influence a learner's ability to learn.
The title of the book led me to believe I would learn something about clinical teaching across the professions, not just within nursing. However, that said, even though most examples were specific to nursing, there were several gems that can be tweeked to meet the needs of veterinary medical clinical instruction.
The text is a comprehensive resource for teaching adult learners in the clinical setting. The text not only focuses on teaching techniques, but also read more
The text is a comprehensive resource for teaching adult learners in the clinical setting. The text not only focuses on teaching techniques, but also focuses on important adjunctive aspects of being an effective educator (developing a teaching philosophy, helping adult students successfully and professionally integrate into the culture and structure of a hospital setting, forming relationships with patients, teaching students to use technology, and evaluating student learning). The text does not include an index or glossary, although terms are defined clearly within the text and are referenced for further reading.
The content is accurate and appropriately cited. Reference lists at the conclusion of each chapter are hyperlinked to the original cited source, which allows the user to access the original document with a simple click. The authors are accurate in their description of multiple educational models, definitions of learning and teaching styles, and theories originally proposed by other authors.
The text is current and relevant. As new teaching methodologies are developed, the text can be updated to include updated resources. The presented theories, educational methods, and teaching exercises are unlikely to become outdated, despite the addition of new information. The techniques the authors present for educating adult learners are in line with current theories of encouraging self driven learning, developing life long learners with intrinsic motivation to seek additional learning opportunities, and problem based experiential learning environments.
The writing is clear, concise, and written to allow ease of reading.
The quality of the text remains consistent throughout the book.
Each unit of text can be successfully referenced individually or the text can be read as a whole. Clear organization of text using headings, subheadings, boxes, and tables also allows for quick reference of a specific topic without loss of context or content.
The chapters are presented in a logical fashion. The text can be successfully read in sequences or chapters can be read individually while maintaining the impact of the contents. Within the chapters, the content is organized to accomplish a clear progression of information that the reader builds upon. Additionally, boxes of text separate out definition of terms for quick references, suggestions for teaching techniques, and strategies for creative approaches to engaging students in the clinic.
The online format of the book is easily navigated. The formatting is similar to a traditional print text book. Each chapter appears on the screen as a continuous scrolling page with subheadings, images, charts, and text boxes that maintain original formatting and serve to organize the text. To move between chapters, the reader can choose chapters from an interactive table of contents or can use forward/back arrows to move between chapters. The book can be converted to a searchable PDF document that maintains the organization of the text and headings. Overall, an excellent interface that is easy to learn how to navigate, allows both continuous reading of chapters or quick reference of specific information, and is easy to read. The text can also be annotated and highlighted both in the PDF version and online version.
There are no grammatical errors. The writing is clear and concise.
This text is both culturally relevant and inclusive of all types of adult learners.
Overall an excellent reference, particularly for clinicians tasked with educating adult students in any medical profession within a clinical setting.
Table of Contents
Chapter One: Theoretical Foundations of Teaching and Learning
Chapter Two: Where Do I Fit In? Articulating a Personal Philosophy
Chapter Three: The Clinical Learning Environment
Chapter Four: Professional Socialization of Health Care Professionals
Chapter Five: Technology Enhanced Clinical Education
Chapter Six: Evaluation of Learning
Chapter Seven: Preceptors: Essential to Learner Success
About the Book
This peer reviewed e-book is a must-read for nurses and other health professionals who strive to teach with creativity and excellence in clinical settings. Each chapter presents current evidence informed educational practice knowledge. Each topic is also presented with text boxes describing ‘Creative Strategies’ that clinical teachers from across Canada have successfully implemented. For those who are interested in background knowledge, the authors provided a comprehensive literature base. And, for those interested mainly in 'what to do,' the text box summaries offer step-by-step directions for creative, challenging activities that both new and experienced instructors can begin using immediately.
About the Contributors
Sherri Melrose, PhD, RN, Athabasca University. Melrose has published widely on educating health professionals, facilitates a graduate course in clinical teaching and is a winner of the Canadian Association of Schools of Nursing Award for Excellence in Nursing Education.
Caroline Park, PhD, RN, Athabasca University. Park, currently the Chair of Graduate Programs, has taught in a variety of nurse education settings and leads research projects related to technology enhanced clinical education and mobile learning.
Beth Perry, PhD, RN, Athabasca University. Perry is an established author and is the principal investigator of a SSHRC-funded study exploring artistic pedagogical technologies. Perry is also a winner of the Canadian Association of Schools of Nursing Award for Excellence in Nursing Education.