Creative Clinical Teaching In The Health Professions
Sherri Melrose, Athabasca University
Caroline Park, Athabasca University
Beth Perry, Athabasca University
Copyright Year: 2015
Publisher: Athabasca University Press
Language: English
Formats Available
Conditions of Use
Attribution-NonCommercial-ShareAlike
CC BY-NC-SA
Reviews
The book itself is comprehensive when looking at teaching and learning for healthcare professionals and students alike through both a theoretical and application-based foundation. I especially liked Chapter 2 "Where Do I Fit In?" because it... read more
The book itself is comprehensive when looking at teaching and learning for healthcare professionals and students alike through both a theoretical and application-based foundation. I especially liked Chapter 2 "Where Do I Fit In?" because it enabled me, as a professor, to step into my own shoes and examine education philosophies and new teaching philosophies to try on both students and adults alike. To add to a more comprehensive foundation for this subject matter I would have liked to learn more on relevant 21st century teaching information including more mention of cultural sensitivity teaching, the impact of COVID and the exploration of the interpersonal relationship dynamic changes.
The accuracy of the text seems to be overall unbiased and error-free with only a few minor content mistakes noted.
The book's relevance was mostly up to date up until 2020 it appears. As I previously suggested, added in contextual materials for the COVID wave of students and teachers would be more relevant and applicable for 2024. I would have like more relevant information on virtual and electronic based learning/teaching within healthcare application in particular.
The jargon/technical terminology is very clearly spelled out and written out with adequate context. I especially like the way the authors chose to tie in the original meaning through Latin to provide a deeper understanding of the terminology used.
The book is internally consistent with terminology and framework. I appreciated the quote at the beginning of each chapter as well as each "strategy to try" intertwined with the chapter writing.
The modularity is easy to read and great with division of smaller titled material in each chapter.
Great organization and flow within each chapter within a clear and logical fashion. A vocabulary text review at the end of the overall book would have been helpful.
Very easy to navigate the book and interface. I would have enjoyed more images/charts, colors within the book but great overall.
Great grammatical writing throughout the book and maintenance of the written concepts in a well-written way.
Chapter 5 briefly mentions cultural diversity, but I would have liked to see more of this within the text integrated into more of the chapter material.
The authors provide a nice balance of foundational theory, educational practice tips/ideas and supporting classic and recent research. It comprehensively reviews the most important topics relevant to effective clinical teaching in just enough... read more
The authors provide a nice balance of foundational theory, educational practice tips/ideas and supporting classic and recent research. It comprehensively reviews the most important topics relevant to effective clinical teaching in just enough detail that it stimulates ideas and discussion without getting into the weeds of educational theory or the current challenges of educating students in health care. The reader is left feeling empowered and challenged to make a difference in the education of future health professionals
I found no concerns with the accuracy of the information in this text. The information was well-referenced with both classic (original) and current research references and links to useful education websites.
I wish I had found this text before I became a clinical instructor in the classroom and simulated clinical setting years ago. Chapter 2 is a gem for new and experienced faculty to help review their reasons for teaching and articulate their reasons and teaching philosophy in a formal statement. The information presented is currently extremely relevant to the field of dietetics and our “Future Education Model”. A few other reviews have mentioned that some of the information present in this text is likely only relevant in North America, however, I feel the theories, frameworks and ideas presented could easily be adapted to settings outside of North America. One of the strengths of the book is that the “Creative” Strategies” and excerpts from practitioners in the clinical teaching arena, termed “From the Field”, provide ideas to stimulate their own creative strategies relevant to their own work setting. The only chapter that seemed in need of updating was Chapter 5 “Technology Enhanced Clinical Education” that seemed a bit outdated with recent technological advances. For example, electronic charts are common practice as are the use of manikin simulation labs; this chapter could be updated to reflect that such practices are not emerging but typical at least in most U.S. hospitals.
The book was engaging and easy to read. All terms and educational jargon were defined. The “Creative Strategies” and “From the Field” were set apart in boxes and appropriately placed to help clarify the foundational theories and framework(s).
Language, terms and ideas were consistent throughout the book and the individual chapters. Consistent themes included discussion of the importance of developing a supportive (non-threatening) learning environment, and the emphasis on individuality among teachers, students and preceptors. Just like no two snowflakes are alike, no two students are alike and no two clinical teachers or preceptors approach teaching with the same philosophy.
While the text appears to have been written for a graduate-level course to educate future PhD-level nurses, many chapters could be used as stand-alone modules after the initial reading of Chapter I: Theoretical Foundations of Teaching and Learning. For example, Chapter 2, which focuses on articulating a personal teaching philosophy, could be an excellent modular resource to help assistant or associate professors develop a teaching philosophy. Chapter 3 might be useful for anyone trying to create an optimal clinical environment, and Chapter 7 useful for anyone considering serving as a clinical preceptor.
The organization of the book is logical with concepts building upon each other. Each chapter is formatted and organized with similar structure and familiar “Creative” Strategies” and “From the Field” boxes. A legend at the end of the book, however, would be useful, particularly if hyperlinked.
There are a wealth of resources and references in this book including reference to the VARK Learning Styles Inventory the Teaching Perspectives Inventory (TPI) and the Philosophy of Adult Education Inventory. In an eBook it would have been nice to have hyperlinks to these resources and the PubMed or web of science links to references sited.
The book was easy to read. I found no grammatical errors. There were an occasional few sentences that seemed too conversational (and I had to read them two to three times to understand the meaning) but these were few and far between.
The authors did an excellent job of discussing diversity throughout the book, particularly from creating an understanding that students (as well as teachers and preceptors) may come from diverse socioeconomic, cultural and intergenerational backgrounds.
This book is a gem and is a must read for clinical educators in the field of dietetics, Sections of this book could be used judiciously to aid in training clinical preceptors.
The textbook covers a profound area of what we encounter in clinical practice with nursing students. It does focus mostly on nursing and not many other healthcare clinical teaching subjects. read more
The textbook covers a profound area of what we encounter in clinical practice with nursing students. It does focus mostly on nursing and not many other healthcare clinical teaching subjects.
The information presented in this book is very accurate and applicable to today’s nursing student population.
The content is relevant and you to date. In today’s world we especially need to concentrate on mental health and resiliency of our future nurses, and this text does a great job of touching on this from both an instructor and student perspective.
Very easy to understand and interpret.
Framework is well documented and structure flows well making it easy to understand for all levels.
The chapters are not too long, and content is visually broken up with “Creative Strategies” and “From the Field” boxes in every chapter, giving relevant ideas to the content being covered and highlighting important take home points.
Structure and flow make sense, and build upon one another to create foundational learning for the reader.
No interface or navigation issues were present. Easy to navigate.
No grammatical errors noted.
The text is actually very sensitive to this population and shows high emotional intelligence for this profession.
Very helpful
The book does a great job initially discussing theories of education and building upon that to discus how to be a more effective clinical instructor. read more
The book does a great job initially discussing theories of education and building upon that to discus how to be a more effective clinical instructor.
I found no errors in the text. All information was presented clearly and accurately.
The text was focused on nursing education; however the concepts in the book are applicable to a broader audience of healthcare fields. I found the concepts to be very applicable as an occupational therapy assistant educator.
I found the information and writing to be clear. The book did a great job of laying a framework of educational philosophies. Many healthcare educators transition from clinical practice. This section is very helpful in light of that.
I found the information of the book to be internally consistent.
I think be book is best approached as a whole text, but each chapter is understandable on its own.
Clearly organized and easy to find relevant information.
I accessed the text as a PDF and on a Kindle with no issues.
No grammatical issues noted.
I did not find any content in the book to be culturally insensitive. The images in the book reflect a diversity of individuals. I do think the chapter on professional socialization could have addressed the diversity of individuals in the practice.
The text covers all areas and ideas of the subject appropriately and provides an effective index and/or glossary. read more
The text covers all areas and ideas of the subject appropriately and provides an effective index and/or glossary.
The accuracy is good; however on page 9 the mnemonic for CPR was listed as ABC. The correct mnemonic is CAB. Outside of that the book provides an clear overview of each educational philosophies. but may not be reflective of health profession educational designs worldwide especially pertaining to health professional education outside of nursing. Though writers provide ample recent references which does include some international relevance, the educational modalities and requirements across all health professions in all areas of the world vary significantly.
The content is up-to-date, but not in a way that will quickly make the obsolete within a short period of time. I noticed that the title stated for healthcare profession.
The text is written in lucid, accessible prose, and provides adequate context for any jargon/technical terminology used.
The text is internally consistent in terms of terminology and framework.
The text is easily and readily divisible into smaller reading sections that can be assigned at different points within the course.
The topics in the text are presented in a logical, clear fashion
The text is free of significant interface issues, including navigation problems, distortion of images/chars, and any other display features that may distract of confuse the reader
Text contains no grammatical errors.
The text is not culturally insensitive or offensive in anyway.
Most faculty have challenges in articulating their philosophy. On page 41, there is a table that can assist those individuals in identifying their philosophy. This book can be used by clinical or theory faculty members. I highly recommend this book.
While I appreciated the content of this textbook, the title is a bit misleading. The textbook tries to include other healthcare disciplines, but it is evident that the author’s background and expertise is in nursing. Although many concepts in the... read more
While I appreciated the content of this textbook, the title is a bit misleading. The textbook tries to include other healthcare disciplines, but it is evident that the author’s background and expertise is in nursing. Although many concepts in the nursing discipline are compatible with other healthcare disciplines, ie dental, medical assisting, physical therapy… it would have been beneficial to the reader if alternative healthcare disciplines had been discussed.
The textbook appears to be primarily unbiased and research based. Accurate for North American clinical educators specifically.
This textbook will retain relevancy particularly if the author updates to include online clinical learning perhaps as part of Chapter 5- Technology Enhance Clinical Education or as a new chapter entirely. Many schools (United States) will be implementing online/remote clinical education this Fall 2020 semester.
The text is well written, concise, and engaging. Some terminology was specific to the nursing field, but the reader could make inferences for their own needs.
Text is consistent with appropriate/accurate terminology, headings and sub-headings. Each chapter followed a format for organizational purposes.
Each chapter complimented the textbook as a whole and the flowed seamlessly. Again, while geared toward the nursing field, chapters contained relevance for other healthcare disciplines and contained valuable information for a healthcare educator to incorporate in their own approach to teaching.
The textbook is formatted, as are the individual chapters in such a way that the reader can locate specifics with ease. Each chapter steers the reader to the next with clarity and readiness.
No concerns.
No grammatical errors detected.
No cultural biases to report. Inclusive to all types of adult learners.
While I was hoping the textbook's clinical teaching ideas would be more "generic" than nursing specific, I believe I will be able to use some of the suggestions with a bit of tweaking. The textbook was a reminder of concepts that I learned in my graduate studies and need to incorporate more fully.
Given the title of teaching in the health professions, the text and theories are broadly applicable, however most "Creative Strategies" examples and "From the Field" applications are designed and limited in scope to Nursing educational programs.... read more
Given the title of teaching in the health professions, the text and theories are broadly applicable, however most "Creative Strategies" examples and "From the Field" applications are designed and limited in scope to Nursing educational programs. The addition of examples from behavioral medicine, veterinary medicine, athletic training, physical therapy, occupational therapy, diagnostic medicine, primary care practice, and a variety of other health professions are essential to the scope of the title, otherwise, the text is more appropriately titled "Creative Clinical Teaching In Nursing".
The text provides a nuanced overview of prevailing educational philosophies which are broadly applicable in North American and specifically Canadian accredited nursing program designs, but may not be reflective of health profession educational designs worldwide especially pertaining to health professional education outside of nursing. Though writers provide ample recent references which does include some international relevance, the educational modalities and requirements across all health professions in all areas of the world vary significantly.
Use of current and classic strategies and theory is largely consistent throughout. The clinical environment is consistent with current varieties of University based experiences and relate clinical learning experiences as being outdated may not relate to all health professions internationally and may not be an enduring or sustainable model but is largely the current model in western nursing and a large number of other health profession programs.
The authors work to provide applicable background to understand the educational jargon to those who are new to educational pedegogy. There is usage of nursing and possibly program specific jargon in some "From the Field" activities which are not understandable to those outside hospital based medical practice. Examples of this include "Remind peers about documenting flow sheets, I & Os, and summaries. " from the take a turn in team leading activity, and use of terms such as charge nurse and unit.
Each chapter contains relevant background followed with clarifying information interspersed with "Creative Strategies" for implementing and creating activities and "From the Field" examples.
The use of "Creative Strategies" and "From the Field" activities in chapter 2 "WHERE DO I FIT IN? ARTICULATING A PERSONAL PHILOSOPHY" suggests the intended use of this book is as a nurse educator graduate course text as opposed to giving the clinical education instructor ideas for implementation in one's own teaching. Most other examples are for incorporation into the educators toolbox, making this text highly useful for clinical nursing educators.
The arrangement of topics ensures that the reader has enough context from prior chapters to understand the current chapter. Construction within the chapters is consistent throughout. Each chapter is broken into logical subtopics beginning with laying out the theory or practice with peer-reviewed evidence supporting the statements throughout and when available, many subtopics close with suggestions for incorporation and examples followed with a quick summary to give context to the entire subtopic within the whole document.
Would like to see more thorough hyperlinking throughout the text including the references within the chapter and then linking the references outside the chapter through weblinks.
Well written.
No cultural biases were noted in this text.
Thoroughly researched and well written guide which explores multiple challenges and considerations in delivering highly effective clinical education in the health sciences. The text is clearly written towards nursing education programs, however, the concepts are broadly applicable and can be modified to incorporate other heath discipline specific educational ideas and strategies.
The comprehensiveness of this text is on point, offering specific and insightful suggestions to offer clinical faculty ways to connect with their students, using creative clinical teaching strategies. read more
The comprehensiveness of this text is on point, offering specific and insightful suggestions to offer clinical faculty ways to connect with their students, using creative clinical teaching strategies.
The text appears up to date on best practices on teaching strategies for clinical faculty instructors. The text appears to be free from bias. The following authors are referenced: Benner, Billings and Halstead.
The content is relevant to clinical nursing faculty practice.
Flow of text is clear and concise and without disorganization.
Text is consistent with appropriate headings, references, citations and punctuation.
Text is organized.
Content flow is well thought out and organized.
There is a lack of visual images and/or charts.
Text contains no grammatical errors.
Text includes inclusiveness.
This book offers a relatively comprehensive overview of clinical teaching. I particularly liked Chapter 4 - Professional Socialization of Health Care Professionals. It details many ways that instructors can encourage the development of a... read more
This book offers a relatively comprehensive overview of clinical teaching. I particularly liked Chapter 4 - Professional Socialization of Health Care Professionals. It details many ways that instructors can encourage the development of a professional identity and model professional values for their students.
This book uses many sources for the content provided. Material appears to be research based and grounded in theory.
Content is timely and helpful. Updates with content on new pedagogies and teaching theories could easily be added as they become available.
This book is very easy to understand and provides adequate definition of terms and contextual references.
The information provided was consistent throughout the text and stayed focused on the purpose of the book.
The chapters in the book are well designed. The chapter titles and subheading make it easy to locate specific content.
The topics covered are presented in a logical fashion that is easy to follow and progresses appropriately.
I experienced no interface issues.
There are a moderate amount of grammatical errors in this book, some of which distract from the content. It would benefit from further editorial review.
There were no cultural insensitivities identified. The book addresses ways to foster an inclusive learning environment for students.
The book covers most areas of clinical (nursing) education quite comprehensively. It provides theoretical, practical and anecdotal examples to help the reader understand, visualize and many cases analyze the applicability of the theory or the... read more
The book covers most areas of clinical (nursing) education quite comprehensively. It provides theoretical, practical and anecdotal examples to help the reader understand, visualize and many cases analyze the applicability of the theory or the teaching/evaluation/assessment/learning strategy.
Some areas are left out completely, for example how to deal with lack of clinical teaching methods and strategies in clinical teaching of theory intensive subject matter like Pathophysiology. Another example to to demonstrate the lack of comprehensiveness of subject matter is the chapter on technology enhanced clinical education (Chapter 5), it mostly talks about simulations, perhaps a little more elaboration on other technologies is warranted to accurately cover the latest technologies available such as- podcasts and videos with flipped classrooms, mobile devices with apps, video games, and wearable devices (google glass), clickers, virtual labs, etc. Chapter Four about professional socialization could benefit form more clarity and specificity. This is the only chapter that feels under-researched and lacking depth. Chapter Seven, about role preceptors , could benefit from a bit more expansion by including professionals other than preceptors that may play a role in clinical education- with current focus on inter-professional collaboration in Nursing I feel Chapters 4 and 7 could be improved to reflect the same.
The book has a table of contents but lacks a detailed index and does not have a glossary.
The content of the book is accurate and error-free for the most part. I do question the use of certain techniques mentioned in the book like "Seek and Find..." in Chapter One. In order to ensure privacy and confidentiality of patient information and to ensure that no workplace laws were being broken, it would be in the student and instructors best interest to refrain from using teaching methods such as this especially in group settings and more so if the intention was to document it. I would encourage the authors to find an alternative to this which would upheld both workplace regulations and patient confidentiality. It seemed that throughout the text there was a bias in content towards an "on grounds" clinical education. I would also encourage the authors to be inclusive on online clinical education as well. That would best the serve the targeted reader pool.
The text is self explanatory, relevant and any updates and additions could be implemented with ease and proper flow of subject matter. For the most part the content is mostly uptodate with a few exceptions of non inclusion all the latest technology in medical and nursing education and the non inclusion of the "online" clinical education perspective.
The book is very well written. It is easy to read, the flow of subject matter is appropriate and the attention to detail while explaining technical terminologies or strategies, and theories or models is sufficient for the most part. Some subject matter could benefit from flow charts and to do lists especially in Chapter 6 (Evaluation of learning) and Chapter 5 (Technology enhanced education), rather than simple verbage.
An index and glossary would also make things more reader friendly and accessible.
The book is consistent in its use of terminologies and framework
Each section was well divided into smaller, modular sections and on the whole the book and each chapter for the most part were very reader friendly and could be modularized or restructured easily without taking too much away from the flow of the subject matter.
The topics in the text are presented in a logical, clear fashion for the most part, Some parts may benefit from reorganization. Chapter Two (Articulating a personal philosophy) may benefit from being a Summary Chapter as it provides a good understanding of what the role of an educator is, can be, should be or maybe in our current teaching environment.
No interface issues detected
No grammatical issues detected
No cultural insensitivities detected. Infact the book has examples of inclusion and how to prevent patient bias.
This book has a plethora of information that is highly appropriate to the clinical setting. I particularly favored Chapter 3 as it focused on the heart of the clinical aspect (student/teacher). read more
This book has a plethora of information that is highly appropriate to the clinical setting. I particularly favored Chapter 3 as it focused on the heart of the clinical aspect (student/teacher).
The selection of content is primarily research based and consists of unbiased material.
The information presented in the book is highly relevant and its longevity will last for years to come. The information is outlined well and easily understood.
The nature of the information was clear and concise as it relates to the topic.
As a whole the book, the book was mostly consistent.
The chapters for individual topics were easy to locate which made it accessible for the topics that were needed.
Each chapter was written in a logical fashion. The chapters can be read individually while maintaining the impact of the contents. Also, the content is organized to demonstrate clear information that the reader builds upon.
The on-line interface was easy to enter, however, when attempting to change the content the words word covering other words in the text, making it illegible. The links that I sampled were not operable.
There were only a few minor errors noted related to grammar and capitalization.
This text is both culturally relevant, inclusive of all types of adult learners, and is non offensive.
I will definitely be utilizing this book to revamp some of my clinical practicums.
I felt the text covered all aspects of preparing for clinical teaching in supervised practice, and were well supported by literature. Despite it covering a broad range of topics it was an appropriate length to be practical. There is a nursing... read more
I felt the text covered all aspects of preparing for clinical teaching in supervised practice, and were well supported by literature. Despite it covering a broad range of topics it was an appropriate length to be practical. There is a nursing focus but it drew in literature across a spectrum of fields (medical, social work...) and has practical applications across health disciplines and related professions.
I felt the book took an accurate, objective view of teaching adult learners, and had a strong theoretical foundation.
While the context related to learning was rooted in history, there were certainly aspects of the book that spoke to current trends in learning (generational differences, technology). These could be easily updated with time.
I really appreciated how the book was written. I enjoyed the practical nature of the information and how it was organized (theory, information, creative strategies or practical application examples for major topics). In the healthcare field, this book could be useful for a number of disciplines outside of nursing, in particular for clinical Program Directors and Coordinators, and the terminology in the book would not feel like it excludes anyone.
Each chapter was organized in the same manner (theoretical foundation, information, practical application).
Yes, each chapter, while supportive of the others, could stand alone as a module. Each logically does build on the previous chapter, but not in a way that you could not find meaning if you reorganized them.
Yes, the book was well organized, in a logical format.
No issues.
There were no grammatical errors I was aware of.
Due to its specific objective to teach others to teach, I did not find the book culturally insensitive. While the writers might have included a sub-section specifically ensuring cultural sensitivity and ways to support that as a preceptor or teacher along with generational differences, it did not feel like a gap in the book.
I think this book would be great resource for others in my field who are in positions of directing supervised practice, and who have responsibilities for developing others, whether they be future practitioners, or those preceptors we depend on working with our students every day in the field. I certainly would have found value in reading this as a new program director two years ago!
The book builds on a foundation of applicable learning theory in the clinical education environment to the point of actionable strategies with many exercises along the way to help the reader comprehend the material and apply it to their specific... read more
The book builds on a foundation of applicable learning theory in the clinical education environment to the point of actionable strategies with many exercises along the way to help the reader comprehend the material and apply it to their specific setting. I do believe that this book would benefit from expansion on the content related to debriefing in clinical education.
The content of this text has accurate information that can be applied appropriately to clinical learning environments.
Even as preceptors for health education have been around for many years, to date there are no fields that take full advantage of this learning environment can do. This text gives program directors and preceptors themselves very relevant information to put into action better clinical education practices.
This text does use some terminology that might not be accessible to preceptors, especially new preceptors who are first entering clinical education. However, the context of the terminology would still allow the reader to understand the meaning of the verbiage.
The message of this text was consistent throughout staying focused on the intent of the book.
Easy to access the different sections of this text based on what information the reader wanted to look for.
Clear and logical progression through the information presented.
There were no issues in navigating through this text or in viewing any of the included text boxes. In the pdf format, the References pages did have odd spacing issues, but this did not distort the needed information in any way.
No grammatical errors noticed.
The text was free from any bias, however, specifically addressing clinical education with students from different backgrounds could provide depth to this text.
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... 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 variety of healthcare disciplines, the authors area of expertise is clinical nursing education. Most... 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 in recent years (and also on Medical and Dental Programs previously). I therefore began to... 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 understand where to look for information. There is no glossary, but I'm not sure that it is needed for this... 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 clinical education. I did not note an index or glossary, but I may have been looking in the wrong... 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 From the Field examples, activities and tools provided with practical creative teaching strategies... 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.
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... 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.
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... 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.
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
- Author Information
Ancillary Material
Submit ancillary resourceAbout 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
Authors
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.