Gentle interruptions: transformative approaches to clinical teaching.
This conceptual article, drawn from the authors' shared teaching experiences and recent student and clinician evaluation data, set out to reveal and then address some common problems faced by clinical educators and nursing students in the time-constrained, complex, specialized field of clinical learning. We explain and argue the benefits of transformative learning and outline specific strategies for building skills in transformative education, such as interrogating clinical routines and habits, teaching diplomacy skills, and using a process of interruption. Clinical educators can use these strategies to move beyond unwittingly serving the status quo toward consciously contributing to change.
McAllister
Margaret
M
University of the Sunshine Coast, School of Health and Sport Sciences, Faculty of Science, Health, and Education, Maroochydore, Queensland, Australia. mmcallis@usc.edu.au
Tower
Marion
M
Walker
Rachel
R
D001291:Attitude of Health Personnel; D001315:Australia; D002983:Clinical Competence; D003243:Consciousness; D003479:Curriculum; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D004521:Educational Measurement; D004645:Empathy; D005181:Faculty, Nursing / Q000458:organization & administration; D006126:Group Processes; D007722:Health Knowledge, Attitudes, Practice; D006808:Humanism; D006801:Humans; D007400:Interprofessional Relations; D017145:Models, Educational; D009742:Nursing Theory; D010687:Philosophy, Nursing; D011287:Prejudice; D011588:Psychology, Educational; D012935:Social Justice; D013338:Students, Nursing / Q000523:psychology; D013663:Teaching / Q000379:methods; D013850:Thinking