CLINICAL LEARNING ENVIRONMENT

Clinical learning environment

Clinical learning environment

Introduction

Working as a mentor is a challenging and rewarding activity that is pivotal to the effective development of future practitioners. These guidelines have been developed to help you fulfil this role. (Grusec, Joan, 2007, 54-67)

clinical learning environment

Maslow's (1987) theory of a hierarchy of human being needs propose that individual's peak level of requirements is a lower main concern that is, our need for self- actualisation can merely be achieved when all lower requirements are met. Our physiological requirements are our highest concern, followed by safety needs, require for belongingness and adore, our self esteem needs and the last one, our need for self-actualisation.

The works of (Dunn, S and Hanford, B 1997, 763-87) are regarded as seminal in relation to identifying, through research with nursing and midwifery students, the characteristics that students themselves identify as being key to an effective clinical learning environment. Four key characteristics were highlighted. These were: The use of a humanistic approach to learning;

A good working team spirit in the clinical team;

An efficient but flexible management style with teaching being recognised;

Teaching and learning support from qualified staff.

A useful model to consider when thinking about supporting students in their clinical placements is that of Abraham Maslow (1970). Maslow focussed on motivation and need theory and it seems relevant to explore this model as motivation and meeting learning needs are central to the mentor role. Dunn, S and Hanford, B 1997, 62)

Clinical areas provide an absolutely vital professional learning environment and it is the role of qualified staff to ensure that that learning environment is maximised to its full potential for the students whose learning they are supporting. There are a large number of things to consider in relation to this including ensuring that the key characteristics are present, that the mentor possesses the appropriate enabling traits and is able to choose the appropriate strategies to facilitate learning. (McCabe B W 1985, 62)

The clinical environment offers a challenge in relation to the choices of strategy available to facilitate learning. (McCabe B W 1985, 62)suggest that most teaching in practice areas deals with skills, including interpersonal and management skills. Another way to look at this is to consider the elements of the educational taxonomy that considers that any learning topic has to be considered from three perspectives in relation to what a student has to learn. These elements are:

Psychomotor

Cognitive

Affective

Something as simple as teaching a student how to administer an oral drug can illustrate this.

Mentor Responsibilities

Here are some attributes of the mentor for you to consider in your role: (Ogier M 1986)

Provides a social and professional induction to the practice area and health care team;

Has reasonable expectations of the student nurse/midwife and is aware of their programme of study;

Assesses the student nurses/midwives' capabilities in order to help them progress through direct and indirect observation of their practice;

Provides regular feedback on the student nurses/midwives' progress;

Helps the student nurse/midwife develop an action plan in order to manage their learning;

Student Nurse/Midwife Responsibilities

For a student nurse/midwife to be ...