Teaching Strategies Used in the Clinical Setting

This is FREE sample
This text is free, available online and used for guidance and inspiration. Need a 100% unique paper? Order a custom essay.
  • Any subject
  • Within the deadline
  • Without paying in advance
Get custom essay


Learning theories are the primary information for educational system planning in the study room and medical education covered in nursing. The cause of this study was once to focus on the different teaching approaches used in the clinical settings. These approaches apply to the thought and feelings of the person, strengths and weaknesses in the medical and study room settings. The goal of the study is to analyse a student fine way of getting to know and realistic utility.


Today gaining knowledge of surroundings can seem overwhelming. The complex social context of the present day clinical gaining knowledge of surroundings makes intentional instructing procedures essential, tactics grounded in an appreciation of how mastering happens for students. The special methods to gaining knowledge of have all been covered in the history of curriculum plan and implementation, for instance cognitive, behavioural, constructivist and postmodern techniques to nursing and nurse education. There is an increasing emphasis on collaborative studying styles (Jonassen& Land, 2000).

Continuous studying is an vital discipline regardless of your exercise settings due to the fact it affords a sparkling point of view and allows us to hold abreast of technological change, leading research and innovation. It presents persons the probability to preserve their expertise current, analyse new skills, and pursue a vast variety of pastimes thru intellectual increase and expansion. Healthcare is an ever-changing field of exercise with advances in medicine, expanded evidence sources, new remedy options, and altering governmental regulations and fashions of care (Taha, W. S. 2015). Lifelong gaining knowledge of is not an choice in healthcare, it’s required by means of healthcare workers to stay relevant and proceed offering safe, fine affected person care. The lifelong learning motion in healthcare gives advantage and welfare for all of us in society.

Literature Review

The researcher has reviewed literature in effort to shed light on the relevant subject and to aid in the development of this research paper. The overview focuses on the different teaching approaches used in the clinical settings and its impacts on the students’ performance and application skills. It is belief that through role play, lectures, gaming, debates and group work can impact on a student learning abilities. Literature was chosen from academic journals and textbooks in order to expose present arguments and discover new arguments and to perceive gaps in the body of knowledge that already exists.

Nursing may be a profession wherever sensible and theoretical data has to be extremely integrated, and clinical follow is critical for the skilled development of nursing students (Burns et al., 2006;Bourbonnais and Kerr, 2007 ). Teaching are often delineate as an reticulated method between teacher and learner (Ramsden, 2005) , wherever a spread of teaching methods progressing from teacher to learner focused could also be used. This variation are often achieved by 3 approaches delineate by Banning (2005); instructive and teacher focused that specialize in lectures; helpful, directed towards downside finding techniques to assist students replicate on and articulate what they grasp and at last, a Athenian approach that specialize in queries.

Ideally, these approaches ought to be utilized in combination. Learners method incoming info in completely different ways; therefore, the instructors have to vary their ways of teaching to confirm that each student learn. This study investigated the learning preferences (visual, auditory, kinaesthetic), the teaching methods (videos, games, role-play, discussion, cluster work, clarification pauses, five-minute-paper, discussion forum and wordbook activity) and their influence on the educational accomplishment of 171 collegian scientific discipline students at the University of the West Indies, Cave Hill field, Barbados.

The findings of this study that was conducted by the University of The West Indies (2015) unconcealed among alternative things that students learn otherwise and they conjointly like different teaching methods. The incumbrance is on the pedagogue to use completely different teaching methods as well as videos, role play, games, discussion, cluster work and gloss activities as incontestable during this study to cater for learners’ various wants likewise as improve the data assimilation and learning experiences. Thus, it is necessary for the instructors to discover their learners’ distinctive behaviours at the start of the tutorial or coaching session therefore on be ready to utilize the teaching methods that may match the styles of their students’ learning designs permanently academic action.


Lecture is one of the ancient teaching method where the presenter is the main focus of information being transferred. Ramsden (2003) describes this didactical methodology as education through the transmission of info and suggests that this theory of learning assumes that students are passive recipients of data transmitted by the lecturer.

The lecture methodology bases itself upon the transmissive teaching model-that is data is an object that may be transferred from the teacher to the learner. much it implies a teacher holding a lecture for a group of individuals. A strength is that it’s attainable to teach sizable amount of individuals without delay, thereby lowering prices. A weakness is that it yields less deep data compared to alternative teaching ways such as case-based learning (Chaplin 2009, White et al. 2009, Grunwald & Hartman 2010).

In any schoolroom what lecturers do have impact on however favourable students are to learning. The technique and resources used by lecturers verify whether or not learners can be active or passive. In our tertiary establishments, teacher use chiefly the lecture technique that may be a teacher targeted method and also the implication is that learners are passive and learning tend to be superficial, (Obanya, 2004 and Durosaro & Adgoke, 2011). When the teacher uses active or cooperative methods, students assume as they learn, activate their previous data and link new ideas to connected ones in their schema; therefore they tend to be a lot of effective in developing deeper understanding than peers who were instructed mistreatment the teacher focused methods, (Obanya 2004 & Abanikanda, 2011).

Concern about the use of the lecture as a teaching strategy in tertiary education institutions continues to surface without any apparent solution from time to time. The pedagogical value of the lecture is still being questioned, in particular whether students gain knowledge or learn from the lecture sufficiently. How much the lesson contributes to the learning process of students and under what circumstances the lecture may prove a viable component of the teaching process remain unresolved for most academics.

Piaget believed that people need to adapt to their environment. The method of teaching based on the theory of Piaget focuses on exploratory learning. The students personally discover the concepts and principles in this method and not by explaining and describing the teacher. Piaget’s proposed learning method emphasizes activity and experience and discourages teachers from convincing students to maintain a parrot-like material and to accumulate minds with unfamiliar and abstract topics (Fatemeh Aliakbari, F. 2015).

Role Play

The importance of dynamic learning is getting to be progressively recognized as a way of expanding the inclusion, inspiration, and duty of understudies in higher instruction. These viewpoints are examined in different profound learning approaches (Kivinen and Ristelä, 2002; Trigwell, Prosser and Waterhouse, 1999; Willmott, 1994). Some emphasize that concrete encounters are the premise for students’ reflections in higher instruction. Role-playing may be an educational strategy that has a place to dynamic learning. The educational strategy is, basically, portrayed as reasonable for accomplishing understanding an issue and ”forcing” understudies to be autonomous. Be that as it may, the method is seldom proposed when understudies have to be learn something rapidly and based on an expansive number of realities (Anderson, 2005).

According to McSharry and Jones (2000) whereas role-playing may not be troublesome for numerous learners, it is fitting to begin with brief role-plays and steadily move to longer role-plays after instructors and learners pick up a few introductory involvement and believe. The role-playing movement ought to not come promptly some time recently or promptly after an examination, as the examination can cause push to the learners and have a negative impact on them impact the adequacy of this action (Case & Cheek-O’Donnell, 2015).

Role playing makes a difference players examine approximately what was comparable to their parts when they take off parts and share basic times and examine why and what happens amid playing part member in role-playing . Role playing permits individuals to judge around their shortcomings and capacities in applying and performing before their peers. Numerous students express that viable relating to peers can be so effective and can create communication aptitudes more than completely guidelines strategies (Bosse and et al, 2012).

Group work skills and participation will be magnified through role-playing. Role-playing will happen in real atmosphere within which students brings this chance to amass meant results through creating mistake in safe and assured environment. Study showed that role-playing approach improve completely different skills like moral, practical, emotional and social skills. Emotional talent refers to person’s ability to counter, manage, categorical and management its own exciting conditions like anxious, anger, grief, excitement and happiness. Social talent outlined as noninheritable behaviours that change individual connect with different so that encourage their responses and avoid their negative responses (Travis & smith, 2001).

Regarding to results to a study that was done it can be said that role-playing approach can encourage students to empathy with others feelings and conditions what possibly is forgotten in teaching process that role-playing make scientific subjects that somehow are descriptive or theoretical and concrete (Jarwise et al. 2002:4).


Games offer a special structure to complement usual teaching strategies and infuse instructing with energy, spark progressive thinking and furnish variety in instructing methods. Games make studying standards greater palatable for students and grant learners with a platform for their creative thoughts to soar around. Games motivate innovative behaviour and divergent concept (Fuszard, 2001) and are excellent ice breakers. Gaming can usually act as learning triggers causing spirited discussion on learning ideas amongst students following game play.

As speedily evolving technological applications, games and simulations are already widely integrated in the traditional educational process. They are spread widely within the field of education, with an existing body of work examining the relation between games and education (Yang, Chen, & Jeng, 2010; Chiang, Lin, Cheng, & Liu, 2011). Recently , advanced alternately web-based diversions bring progressively upheld Taking in. In the connection of on the web education, this examine region attracts an huge sum for investment starting with those exploratory and instructive community, for instance tutors and tertiary level students.

Games and simulations exhibit combined consequences throughout a range of sectors, such as student performance, engagement, and studying motivation. However, as these studies focal point only on sure disciplines, there remains a hole in the literature regarding a clear framework of use throughout educational programmes. As a result, the difficulty of effectively integrating games and simulations in the educational procedure is regularly up to the instructor’s discretion (Vlachopoulos, D., & Makri, A. 2017).

Gaming is an innovative tool for teaching nursing students that is both fun and competitive. Gaming promotes learning activities that encourages critical thinking, active participation, and retention of information for longer periods of time. Gaming is a teaching methodology with present rules that are familiar to the nursing student. This teaching method helps to promote interactive learning that helps the nursing student with putting classroom theory into practice. Research has shown that gaming increases the student’s enjoyment of learning (Clark, V. G. 2017).

Group Work

Many college students cringe and groan when told that they will need to work in a group. However, group work has been found to be desirable for students and correct for teachers. Employers want college graduates to have developed teamwork two skills. Additionally, college students who take part in collaborative mastering get higher grades, are extra blissful with their education, and are extra likely to stay in college.

While the time period encompasses an extensive array of practices, collaborative learning, or small team work, stays an vital factor of energetic mastering idea and practice. Research suggests that students study fine when they are actively concerned in the method (Davis, 1993). According to Wasley (2006), Students who part take in collaborative learning and educational activities out-side the classroom and who interact more with faculty members get better grades, are more satisfied with their education, and are more likely to stay in college (p. A39). A collaborative studying environment, as adversarial to a passive mastering environment, helps college students examine more actively and efficaciously effectively (Murphy, Mahoney, Chen, Mendoza-Diaz & Yang, 2005). Additionally, research additionally indicates that employers prefer college graduates to possess the ability to have developed suitable teamwork skills (Blowers, 2000).

Social learning theory, theorized by Albert Bandura, posits that people learn from one another, via observation, imitation, and modelling. The theory has usually been referred to as a bridge between behaviourist and cognitive learning theories because it encompasses attention, memory, and motivation. Students’ operating in teams can help build those who are weak through team work . Social learning is based on the behaviour modelling theory where people learn new things by observing others. The first step of this learning through observation and the modelling process is that you have to pay attention, otherwise you aren’t observing anything (Cherry, K. 2018).

Another way to comprise social getting to know is to have peers instructing friends and encompass peer coaching. In order to mannequin behaviour, rookies have to continue what they observed. Take away massive crew lectures and replace them with team discussions or knowledge huddles. If rookies are in teams, they attend different discussions and return to their teams and ‘teach’ their theme to their crew mates. This closely mirrors the real-world (Happ, A., Winter, S., & Klepper, E. 2016).


For researchers such as Oros (2007) and Jackson (2009), debates will be embedded in module teaching. Oros (2007) says debates can be integrated into path sketch and assessment and brought to college students from the starting of a module. For these academics, debates can be used to complement other instructing strategies and grant a range of instructing styles to preserve students actively engaged in content. As Jackson (2009, p.253) says, debate is no longer supposed to be a quit in itself, but alternatively an ability to applicable instructional outcomes that complement other educating methods and scholar experience”. Debates allow lecturers to stand back from turning in taught content material and supply students with the space to teach one another.

Zare and Othman (2013) believe that the use of debates has expanded to students in many different subject areas. Through debates, Gervey, Drout and Wang, (2009, in Zare and Othman, 2013) accept as true with college students learn indispensable abilities such as reasoning, analysing and how to present arguments. The literature tells us that the use of debates offers students with a mastery of content and the improvement of fundamental thinking competencies and verbal exchange capabilities (Kennedy, 2007; Zare and Othman, 2013). However, debates can be criticized as reinforcing a bias towards dualism. This is due to the fact most debates rely on the juxtaposition of solely viewpoints, where in fact the remember is normally extra complex (Tumposky, 2004, in Kennedy, 2007).

Jackson (2009) emphasises that lecturers want to are seeking experiences for students that will enlarge their vital thinking and problem fixing skills, as nicely as the art of verbal exchange in teaching sessions. Halpern (2003, in Frijters et al., 2006, p.67) believes we want to reflect on consideration on cognitive competencies and techniques that extend the likelihood of a desired outcome thinking that is purposeful, reasoned, and goal-directed, the sort of questioning concerned in fixing problems, formulating inferences, calculating probability and making decisions.

The use of debates can beautify imperative thinking competencies such as defining the problem, assessing the credibility of sources, figuring out and difficult assumptions, recognising inconsistencies and prioritizing the relevance and salience of a number of factors with the general argument (Kennedy, 2007, p.184). For Zare and Othman (2013) the use of debates permits college students to boost their knowledge of social issues, reflect on consideration on multiple viewpoints and receive that, as individuals, there will be differing views in certain topic areas. Importantly, students need to engage in research to increase their understanding of evidence that aligns with both the for or the in opposition to standpoint in the debates.


There are many possible ways in which students process incoming information from the classroom settings. It is believed that most human beings favour some specific approach of interacting with, taking in, and processing stimuli or information thereby exhibiting exceptional behaviours suitable to enable them to learn. For pretty some time now, educators in all fields are turning into an increasing number of aware of the indispensable significance of understanding how people study possibly because this influences the teaching strategies, educational overall performance and studying consequences (Brady 2013, Tulbure 2012).

Clinical education consumes a top deal of our instructing time and performs a very essential function in how we direct college students closer to acquiring the expertise centered by using our coaching programs. As a result, the difficulty in their long-term and momentary planning, in how they educate in the medical placing and throughout a day spent with students, instructors want to be methodical and exercising high-quality care in how they strategy clinical education.


  1. Abanikanda, M. O. (2011). Integrating information and communication technology (ICT) into teacher education. In Durosaro, D. O. & Adgoke, A. A. (eds.) Higher Education & Globalization. Ibadan: Stirling-Horden Pub.
  2. Afurobi, A., & Izuagba, A. (2015). Effects of The Use Of Lecture Method. Journal Of Education And Practice, 6(18). Retrieved February 17,2019, from https://files.eric.ed.gov/fulltext/EJ1079790.pdf
  3. Alison Burke. (2019). Group Work: How to use Groups Effectively [eBook]. Retrieved February 15 ,2019, from https://uncw.edu/jet/articles/Vol11_2/Burke.pdf
  4. Case, G. & Cheek-O’Donnell , S. (2015, September 21). A better way for role play [Workshop notes]. Retrieved February 20, 2019, from https://medicine.utah.edu/faculty-dev/programs/academy-med-education/docs/symposium_2015_powerpoints/ws-a-better-way-for-role-play.pdf
  5. Cherry, K. (2018). How Does Observational Learning Actually Work? Retrieved February 20, 2019, from https://www.verywellmind.com/social-learning-theory-2795074
  6. Chiang, Y. T., Lin, S. S. J., Cheng, C. Y., & Liu, E. Z. F. (2011). Exploring online game players’ flow experiences and positive affect. The Turkish Online Journal of Educational Technology, 10(1), 106–114.
  7. Clark, V. G. (2017). “Who Wants to be a Nurse?” Gaming Methods for Teaching Nursing Students. Retrieved February 15, 2019, from http://search.ebscohost.com/login.aspx?direct=true&db=edsbas&AN=edsbas.242A820D&authtype=shib&site=eds-live&authtype=ip,shib&custid=s4623045
  8. Durosaro,D.O. & Adgoke, A.A.(eds.) (2011) Higher education & globalization. Ibadan: Stirling-Horden Pub.
  9. Fatemeh Aliakbari, F. (2015). Learning theories application in nursing education. Retrieved February 20,2019, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4355834/
  10. Fayombo, G. (2015). Learning Styles, Teaching Strategies and Academic Achievement. Caribbean Educational Research Journal, 3(2). Retrieved February 17,2019, from https://www.cavehill.uwi.edu/fhe/education/cerj/volume-3,-number-2-(september-2015)/volume-3-number-2/article-grace-fayombo.aspx.
  11. Fuszard, B. (2001) Gaming. In Lowenstein, A. J., Bradshaw, M. J. & Fuszard, B. (Eds.) Fuszard innovative teaching strategies in nursing. 3rd ed. Gaithersburg, MD, Aspen Publishers.
  12. Gervey, R., Drout, M., Wang, C. (2009), in Zare, P. and Othman, M. (2013) Classroom debate as a systematic teaching/learning approach. World Applied Sciences Journal. 28(11), pp.1506-13.
  13. Halpern, D.F. (2003), in Frijters, S., Dam, G. and Rijlaarsdam, G. (2006) Effects of dialogic learning on value-loaded critical thinking. Learning and Instruction. 18(-), pp.66-82.
  14. Happ, A., Winter, S., & Klepper, E. (2016, August 10). How to Incorporate Social Learning into the Classroom. Retrieved February 20, 2019, from https://trainingindustry.com/articles/workforce-development/how-to-incorporate-social-learning-into-the-classroom/
  15. Jackson, M. (2009) Debate: A neglected teaching tool. Peabody Journal of Education. 50(2), pp.150-54.
  16. Jonassen, D. H., & Land, S. M. (2000). Theorical foundations of learning environments. Mahwah, NJ: Lawrence Erlbaum Associates.
  17. Marmah, A. (2014). Students perception about the lecture as a method of teaching in tertiary institutions, 2(6). Retrieved from http://www.ijern.com/journal/June-2014/50.pdf
  18. McSharry, G., & Jones, S. (2000). Role-play in science teaching and learning. School Science Review, 82, 73-82
  19. Oros, A. (2007) Let’s Debate: Active Learning Encourages Student Participation and Critical Thinking. Journal of Political Science Education. 3(-), pp.292-311.
  20. Ramsdeen, P. (2003). Learning to teaching higher education.(2nd ed.), London, Routledge Falmer.
  21. Taha, W. S. (2015, March 04). Promoting excellence in teaching and learning in clinical education. Retrieved January 20, 2019, from https://www.sciencedirect.com/science/article/pii/S165836121500027X
  22. Trigwell, K., Prosser, M. & Waterhouse, F. (1999). Relations between teachers ́ approaches to teaching and students’ approaches to learning. Higher Education, 37.(1), 57-70
  23. Vlachopoulos, D., & Makri, A. (2017, July 10). The effect of games and simulations on higher education: A systematic literature review. Retrieved February 20, 2019, from https://link.springer.com/article/10.1186/s41239-017-0062-1
  24. Yang, J. C., Chen, C. H., & Jeng, M. C. (2010). Integrating video-capture virtual reality technology into a physically interactive learning environment for English learning. Computers & Education, 55(3), 1346–1356.
  25. Yousefzadeh, M. (2014). A study of educational effect of applying role-playing teaching method in history classroom. International Research Journal Of Applied And Basic Sciences, 8(1). Retrieved February 15,2019, from http://www.irjabs.com/files_site/paperlist/r_2109_140331151247.pdf
  26. Zare, P. and Othman, M. (2013) Classroom debate as a systematic teaching/learning approach. World Applied Sciences Journal. 28(11), pp.1506-13.

Cite this paper

Teaching Strategies Used in the Clinical Setting. (2021, Aug 24). Retrieved from https://samploon.com/teaching-strategies-used-in-the-clinical-setting/

We use cookies to give you the best experience possible. By continuing we’ll assume you’re on board with our cookie policy

Peter is on the line!

Don't settle for a cookie-cutter essay. Receive a tailored piece that meets your specific needs and requirements.

Check it out