Clinical faculty development: using simulation to demonstrate and practice clinical teaching.
Students spend more time in clinical settings with smaller student-to-faculty learning ratios than in the didactic setting, yet many clinical faculty have had little exposure to evidence-based teaching strategies and learning theories. Orientation for newly employed clinical faculty, whether novices or experienced teachers, typically focuses on the details of running the clinical experience and not on teaching and learning. Multiple barriers for clinical faculty limit the ability to provide consistent and comprehensive education. The purpose of this article is to share the use of simulation as a strategy to prepare and support clinical faculty in their teaching role.
Krautscheid
Lorretta
L
Learning Resource Center, University of Portland, Portland, OR 97203, USA. krautsch@up.edu
Kaakinen
Joanna
J
Warner
Joanne Rains
JR
D001291:Attitude of Health Personnel; D019985:Benchmarking; D002983:Clinical Competence / Q000592:standards; D003142:Communication; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration; D004509:Education, Nursing, Continuing / Q000458:organization & administration*; D005181:Faculty, Nursing / Q000458:organization & administration; D030141:Feedback, Psychological; D006801:Humans; D007318:Inservice Training / Q000458:organization & administration*; D007400:Interprofessional Relations; D008508:Medication Errors / Q000451:nursing; D024802:Nurse's Role / Q000523:psychology; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D015397:Program Evaluation; D012381:Role Playing; D012944:Social Support; D029181:Spirituality; D013192:Staff Development / Q000458:organization & administration; D013338:Students, Nursing / Q000523:psychology; D013663:Teaching / Q000458:organization & administration; D016746:Transcultural Nursing / Q000193:education; D014546:Urinary Catheterization / Q000451:nursing; D014741:Video Recording