Clinical Educators Who Prepare the Students for Essay

  • Length: 6 pages
  • Sources: 10
  • Subject: Teaching
  • Type: Essay
  • Paper: #50509508

Excerpt from Essay :

Clinical educators who prepare the students for enhancing knowledge and skills. They typically build the competent and provide quality clinical education. Many universities are offering these types of programmes to help students and prepare them for professional development of clinical educators. The educators develop themselves and their company for prospect healthcare challenges, this primarily help them in achieving their targets, and fulfill organization's need. It broad the horizon of student and give them inspiration to move ahead. We will also discuss the self-assessment criteria and other components of clinical education.

Goals of each workshop

In general the goal of each workshop was to learn, explore, and develop the phenomena of self-awareness. In the first module we have learned about the basic techniques of manipulating an optimal learning environment. The second module has demonstrated the abilities of learners to corroborate multiple skills throughout the framework to maximize value for patient care in the inter-professional environment. Then they conducted competency on the basis of clinical assessment, and evaluation tactics. In the third module we learned about mentoring and coaching association to adhere clinical performance (Kak, Burkhalter & Cooper, 2001).

Learning objectives

Yes, they have aligned the learning objectives in the proper way which has given the clear understanding of where we are lacking. The areas of diversity such as professional, social, technical, and cognitive are well-aligned so that everyone can understand all the sub-components of these key variables. The roles and responsibilities as a mentor and coach were well categorized and demonstrated discrepancy between them.

2. Skill level before attending workshop

These are the following skills in which we have lacked before attending the workshop. The motivation level was quite low, the style of dealing, communication among collaborative networks, and lack of observe the behavior of patient. For example, before attending the workshop the phenomena of reinforcement were not there, which basically highlighted not to rush while handling the patient. The non-verbal cues were difficult to understand, which is essential for the patient care (Hiam, 1999).

3. Skill level after attending workshop

The level of skills after attending the workshop is quite encourage which heading us towards creativity, improvement in communication, confidence level is quite energetic. We have understood the diversity in environment, the abrupt changes in environment, and different learning styles. The appreciative learning helped us in acknowledging what would be working well or what not. The assessment criteria also assisted us in realizing where we need to be work out for more improvement. The success of any case is the combination of various resources which can be utilized effectively. For instance, mapping or blueprint help in getting the information through which we analyze what strategy we suppose to implement, the level of commitment definitely matter a lot, proper documentation, and the execution of plan is the mainstream (Kak, Burkhalter & Cooper, 2001).

4. Knowledge and skills implementation

The clinical educators provided a strategic direction to achieve certain targets such as effective communication, to take accountability of own action plan, follow ethics, collaborate with team, and problem solving by implementing effective strategies (Hiam, 1999). Their focus on professional and personal grooming was tremendous, and they also supervise the use of resources and time to fulfill the task and achieve target. These all supporting competencies lead students to more professionalism and help them in enhancing their capabilities (Michener's, 2012).


6. Advantage of acquired knowledge

The essential of clinical nursing were discussed thoroughly among the participants. The lecture demonstration had been highlighted as an ideal strategy to establish the foundational clinical know-how of the programme. This programme gave the broad understanding of privacy which comprises of responsibility; determine the key purpose, mutual consent with team, keep an eye on accuracy, openness in term of communication, access relevant facts and figures, and other challenges. It has built clinical competencies and professional development, and inspects privacy expectations with the clinical collaborative networks.

7. Achievements

The self-evaluation pushed us towards thinking positive, they asked about these things that went good in the past, and they also asked for a constructive response. Thus, with the help an effective response instructor emphasized the importance of behaviors, body language, and the impact of effective feedback and monitor relationships. From the mentor point-of-view direct observation determines the strengths and weaknesses of the student and then makes a follow-up. This not only helps students recognizing their strengths, but they also learn from their weaknesses. The component of self-awareness makes us realize ourselves with respect to the particular situation (Michener's, 2012).


All the participants in the workshop had been observed by mentor, the questioning session, and lecture was aligned in an appropriate manner. The strategy of faculty member was very effective that provoked us towards the higher and intellectual way of thinking. ITS approach was really helpful, which supports educators to assess their strong area and determine area for improvement with the help of their students' viewpoint (Neher, Gordon, Meyer, Stevens, 1992).

The strategy of assessment made learners realize the shortcomings when they evaluated students through the G.R.A.D.E. The five stages of career development highlighted the steps as a mentor and coach from novice to competent. Tool of case-based encourages one after completing the task, it includes inquiry, and suggestion from experts and instructions after the task has been done (Benner, 1984).

8. Learning experience

The learning experience has brought remarkable change specially in resolving clashed which we have understood from the sources of problem that can possibly occur. It involves not meeting the requirements, disputes in techniques, divergence of key purpose, and understanding personal values. The role and responsibility as a mentor and coach unlock the potential to enhance their own performance, and assist them to learn from experience rather than instruct them. It primarily engages one in understanding attitudes, skills, its implementations, and develop interest (Kaye, 2004).

Personal learning style

The core knowledge begins with the language of generalizing and reinforcement, in which we have learned about handling patient, and the important element of respect, and understanding. The case presentation to the other participant is very effective, this is how we learn from others, and recognize the lacking vicinity. The idea of choosing real-life scenarios will give command, and build expertise in the future.

9. Enhancement of knowledge and skills

The idea of clinical practice and different learning styles encourage us in handling with new ideas, the information process, and different perceive situations enhance our skills and know-how about clinical professionalism. We have been instructed by our mentor about setting priorities, interaction with colleagues, and how to react to the stress. The way our mentors monitor and control the pace of learning sessions was appreciative (Kaye, 2004).

The tools which facilitated us in developing the following features were so encouraging:

The purpose of the first tool of engagement was to warm up the tone and basic introduction. The clarification of learning expectations gave the broad spectrum of the subject, the welcoming environment has given inspiration and students participated actively. The essence of this clinical workshop success was devotion, clear objectives of learning and consistency (Benner, Sutphen, Leonard & Day, 2010).

Core practices -- This explains the behavior of the mentor such as one has to be non-judgmental, listen actively, ask query if there is any confusion, drawing back to the results, and give feedback.

Process tools -- It is significant to ask question to clear the understanding of the subject to achieve certain outcome. The question should be relevant and clear, don't ask the question, which is less meaningful. These activities involve brainstorming which gave us the advantage of how can we think and scratch new ideas. Decision grid assists us in making effective decision through which we can solve the problem systematically.

10. Learning goal

This personal reflection balances the equilibrium of learning gaps, skills,…

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