A philosophy is usually used as a guiding principle or statement which motivates an individual or an institution towards the realization of goals. Teaching is one of the practices which need the adoption of a philosophy. In clinical teaching, a personal philosophy can be necessary as it helps in the delivery of the best service to the learner (Connor, 2006). This paper will address the nature of professional practice, the relationship that exists between the classroom teaching and the clinical practice, the beliefs of the learners, and all other premises regarding to the outcomes and process of clinical teaching.
Personal Philosophy of Clinical Teaching
Clinical teaching is a practice which requires the tutor and the learner to be in harmony so that the best education can be passed across to the learner. A personal philosophy in clinical teaching should be a form of interpersonal communication. Many scholars have always held teaching as a strong human problem. That being the case, there is the necessity of having the clinical teachers coming up effective principles and guidelines which can improve the interpersonal relationships.
In the teaching practice, my philosophy is to apply all knowledge and expertise while teaching the student so that the content can be passed adequately (Connor, 2006). Clinical teaching should be done in the best manner possible since useful and practical content is necessary for such students.
Any teacher in the clinical practice is supposed to effectively consider the provision of all necessary guidelines to the learners so as to improve the relationship between the two. This fosters delivery of content hence making the practice worthwhile. A personal philosophy in this practice should be able to determine the overall responsibility of the educator and the learner, and also make sure the tutor is in a position of understanding the reason behind the association. As well, it is required that the teacher should understand carefully the major influences which can improve the learning and teaching procedures whereby each person’s roles have been defined. A good philosophy for any clinical teacher should adequately equate the environment of the institution and outline the major needs and requirements of specific individuals in the learning set up. It would be something necessary for the tutor to adopt a system of teaching whereby an enthusiastic spirit is incorporated so as to emerge victorious in the practice (Parsell & Bligh, 2001). This also helps in creating a positive atmosphere for learning. This will benefit both the learner as well as the tutor. The following discussions reiterate the major issues which should be addressed when coming up with a personal clinical teaching philosophy.
Nature of Professional Practice
Clinical training or education plays a very great role in helping reflect the kind and nature of professional practices which have been put in place within an institution of clinical function. Clinical teaching itself is a very professional authority and also involves a technical clinical practice. In majority of the cases, professional practice should be something which is characterized by things like insecurity and continued difficulties. A solution is always necessary for this kind of professional practice (Parsell & Bligh, 2001). So as to be able to achieve this, professional education is something which requires that the learners should adequately be taught everything which is currently being practiced in medical matters and also integrates all newly invented medical practices so that this can increase health services (Gaberson & Oermann, 2010). The above follows the idea that professional practice is something which should be done beyond the background of human culture, and should also go beyond the logical understanding of specific individuals. It will thus call an individual to acquire a positive perceptive on strategies or techniques which should be adopted in any clinical teaching. This becomes necessary in making better educators and clinicians, hence improving this kind of profession.
Over the years, statistics show that majority of the clinics in different parts have continually been becoming more reluctant when it comes to procedures and rules which should be adopted. It is therefore necessary to employ specific tactics which improves performance and makes it possible to have better training in clinical schools (Whitman-Price & Godshall, 2009). During the derivation of a personal philosophy, it is required that the service should of quality enough and worth to the learner.
This is so because clinical issues are very delicate and play a major role in improving and maintaining the health of man. Very many people tend to be faced with very many health problems. This calls for urgent training so as to boost service provision and improve the quality of human lives. A personal philosophy in clinical teaching should be based on the understanding that human beings require health promotions, prevention of all sorts of illnesses, attention to mental issues and physical care. As well, the person should be in a position and willing to improve the life of patients and anyone in particular (Whitman-Price & Godshall, 2009).
Relationship Between Clinical and Classroom Teaching
While the modalities of teaching might all be the same, however, clinical teaching and classroom teaching have a number of similarities as well as differences. The relationship between classroom and clinical teaching can be portrayed by the fact that content delivery is very significance and common for the two. It can be said that a classroom teaching strategy can be adopted and enhanced for a clinical teaching (Billings & Halstead, 2009). Since nursing or clinical teaching is more of a professional, it is necessary to offer appropriate procedures which can improve performance. It is necessary to note that clinical teaching is something which has the ability of facilitating for interaction with the learner. An effective approach will be needed since it improves teaching with the clinic setting.
Clinical teaching itself will offer more of a practical approach to the learner while giving the student to carry out procedures which are practical in laboratories. This is done to facilitate knowledge and first-hand know how of clinical operations. Alternatively, while some classroom processes might have some laboratory practical, there is the need to concentrate much on the theoretical part of the process (Billings & Halstead, 2009). Clinical practice requires compounds offering appropriate immediacy for both the learner and the educator. This requires an appropriate communication process which promotes passage of information to the learner. While many differences occur between these kinds of teaching, it is necessary to note that a theoretical approach is always necessary. The clinical teaching goes farther to incorporate a practical approach so as to give the learners expertise in the practice. These two modes therefore go hand in hand hence arriving at a relationship between them. A classroom orientation is necessary with the two practices.
Beliefs about the Learner
It main aim for any teaching practice is to deliver the content to the learner. The clinical education which is offered is something which greatly determines the kind of belief of the learner on a given course. Therefore, the clinical teachers should be totally responsible for the kind of belief held by the individual. Generally, every kind of a learner will develop a kind of perception towards the clinical practice (Billings & Halstead, 2009). The philosophy of the tutor will greatly determine the kind of disposition which will be held by the learner. The learners will end up trusting the teachers should he or she proves to be the best in is duty. Success therefore comes with a belief, and once the learners have been able to adhere to it, they will end up being better and responsible clinicians who can benefit the society.
Premises regarding the process and outcomes of clinical teaching
Teaching nursing students is a very challenging exercise capable of affecting both the learner as well as the teacher. A philosophy well drawn makes realization of good results in the practice (American Nurses Association, 2010). Therefore, in order to curb such problems, a number of safety measures should be implemented to create awareness and promote safety. Developing a good or open relationship between the learner and the teacher within the learning environment promotes clinical training. This makes it possible to address any problem affecting the learning process.
In conclusion, a personal teaching philosophy for nursing practice is very important. It will prepare the necessary ground for the development of a strong clinical teaching that will make sure the learner is given the necessary theory and training for the practice. Clinical teachers should be also responsible in promoting quality practices in nursing (Gaberson & Oermann, 2010). This should be a reflection of their philosophy which reflects a moral approach and professionalism. All the above factors should be appropriately put into consideration so that they can contribute to the realization of better nursing practices.
American Nurses Association, (2010). Nursing: Scope and standards of nursing practice.
Billings, M. & Halstead, A. (2009). Teaching in nursing: A guide for faculty. New York: Saunders Elsevier.
Connor, A. (2006). Clinical instruction and evaluation: A teaching resource. Boston: Jones & Bartlett Press.
Gaberson, K. & Oermann, M. (2010). Clinical teaching strategies in Nursing. New York: Springer.
Whitman-Price, A. & Godshall, A. (2009). Certified Nurse Educator (CNE) review manual. New York: Springer.
Parsell, G. & Bligh, J. (2001). Recent perspective on clinical teaching. New York: John Wiley and Sons.
Cite this Personal Philosophy of Clinical Teaching
Personal Philosophy of Clinical Teaching. (2016, Sep 23). Retrieved from https://graduateway.com/personal-philosophy-of-clinical-teaching/